Assessing Language Through Computer Technology

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Cambridge University Press, 20 .. 2006 - 138 ˹
In 1998 and 1999, three of the largest providers of educational tests introduced computer-based versions of proficiency tests for English as a foreign language. Around the same time, many institutions began to offer Web-based tests for particular language courses and classes. These two phenomena have greatly added to the momentum of work in computer-assisted testing and mean that assessment through computer technology is becoming a fact for language learners in educational settings and therefore for teachers and researchers. This book is the first to consider the theoretical, methodological and practical issues and their implications for language-teaching professionals wishing to engage with computer-assisted assessment. It overviews the work in the field, evaluates examples of assessment though computer technology, and provides language teachers and researchers with practical guidelines for implementation.
 

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˹ 126 - This integration is envisioned as producing assessment methods consisting of tasks closer to the complex problems typically encountered in academic and work settings. These tasks will be scored by automated routines that emulate the behavior of an expert, providing a rating on a partial credit scale for summative purposes as well as a qualitative description designed to impart instructionally useful information. The driving mechanisms underlying these tasks and their scoring are cognitively grounded...
˹ 126 - ... rating on a partial credit scale for summative purposes as well as a qualitative description designed to impart instructionally useful information. The driving mechanisms underlying these tasks and their scoring are cognitively grounded measurement models that may dictate what the characteristics of items should be, which items from a large pool should be administered, how item responses should be combined to make more general inferences, and how uncertainty should be handled, (p. 99...

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