A Review of Internet-Centered Language Assessment: Origins, Challenges, and Perspectives
Subject Areas : Journal of Teaching English Language Studies
Adel ESMAEELI
1
(M.A. Candidate, English Dept., Islamic Azad University, Takestan Branch, Iran)
Khalil MIRZAEI
2
(PhD, Agri. Extension and Education Dept., Bualisina University, Hamedan, Iran)
Marjan EBRAHIMI
3
(M.S., Extension and Education Dept., Bualisina University, Hamedan, Iran)
Keywords: internet-centered language assessment (ICLA), computer-based tests (CBTs), Computer-adaptive tests (CATs),
Abstract :
This article defines the origin of an internet-centered language assessment (ICLA), how ICLAs are different from the other traditional computer-oriented tests, and what uses and functions ICLAs have in different taxonomies of language testing. After a very short review of computer- oriented testing, ICLAs are defined and categorized in low-tech or high tech categories. Since low-tech tests are the more feasible and practical, they will be mainly focused in this article. Then, item types of low-tech ICLAs are described, and validation concerns that are specific to ICLAs are discussed. Afterwards, the general advantages as well as design and implementation issues of ICLAs are considered before examining the role that testing consequences play in deciding whether a ICLA is an appropriate assessment instrument or not. It is argued that ICLAs are among the most appropriate functions in low-stakes testing situations; but with proper supervision, they can also be used in medium-stakes situations although they are not generally recommended for high-stakes situations.
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