Technology-Assisted Language Assessment in Diverse Contexts
portes grátis
Technology-Assisted Language Assessment in Diverse Contexts
Lessons from the Transition to Online Testing during COVID-19
Sadeghi, Karim
Taylor & Francis Ltd
12/2022
252
Mole
Inglês
9781032117690
15 a 20 dias
508
Descrição não disponível.
Foreword by Paula Winke
Section I: Theoretical and Methodological Concerns in Online L2 Assessment
Chapter 1: Technology in language assessment: An overview
Karim Sadeghi
Chapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model
Tony Clark, Martine Holland, and Richard Spiby
Chapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions
Emma Bruce and Helena Stakounis
Chapter 4: Language testing and assessment in COVID-19 pandemic crisis
Hossein Farhady
Chapter 5: Argument-based validation in the time of the COVID-19 pandemic
Erik Voss
Chapter 6: Assessment without borders: Modernising placement tests for diverse contexts
Mahmoud Amer and Maria J. Cabrera-Puche
Section II: Reactions to L2 E-Assessment During the Covid-19 Pandemic
Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution
Martin East, Deborah Walker-Morrison, and Viviane Lelievre-Lopes
Chapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students' perceptions
Isabel Balteiro
Chapter 9: Assessing university students' writing development and performance during remote instruction
Bahiyyih Hardacre
Chapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic
Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim Ranalli
Chapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic
Maria Luisa Carrio-Pastor
Section III: Managing L2 Assessment at the Time of the Crisis: The Way Forward
Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic
Ricky Lam
Chapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence
Shishi Zhang and Talia Isaacs
Chapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts
Ana Maria Ducasse
Chapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic
Akiko Imamura, Catherine Ryu, and Mariko Kawaguchi
Chapter 16: Conclusion: Lesson learned and lessons not learned
Karim Sadeghi
Section I: Theoretical and Methodological Concerns in Online L2 Assessment
Chapter 1: Technology in language assessment: An overview
Karim Sadeghi
Chapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model
Tony Clark, Martine Holland, and Richard Spiby
Chapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions
Emma Bruce and Helena Stakounis
Chapter 4: Language testing and assessment in COVID-19 pandemic crisis
Hossein Farhady
Chapter 5: Argument-based validation in the time of the COVID-19 pandemic
Erik Voss
Chapter 6: Assessment without borders: Modernising placement tests for diverse contexts
Mahmoud Amer and Maria J. Cabrera-Puche
Section II: Reactions to L2 E-Assessment During the Covid-19 Pandemic
Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution
Martin East, Deborah Walker-Morrison, and Viviane Lelievre-Lopes
Chapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students' perceptions
Isabel Balteiro
Chapter 9: Assessing university students' writing development and performance during remote instruction
Bahiyyih Hardacre
Chapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic
Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim Ranalli
Chapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic
Maria Luisa Carrio-Pastor
Section III: Managing L2 Assessment at the Time of the Crisis: The Way Forward
Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic
Ricky Lam
Chapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence
Shishi Zhang and Talia Isaacs
Chapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts
Ana Maria Ducasse
Chapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic
Akiko Imamura, Catherine Ryu, and Mariko Kawaguchi
Chapter 16: Conclusion: Lesson learned and lessons not learned
Karim Sadeghi
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
- dotes e técnicas do ensino
- Ensino de um assunto específico
- Linguistica aplicada ao Ensino da língua inglesa
- Exames e avaliações
- Aquisição da linguagem
- Bilinguismo e multilinguismo
- Ensino medio e superior
- Aprendizagem aberta, aprendizagem em casa, a educação a distância
- Literatura: história e crítica
- Idioma: referência e geral
Language assessment;Language testing;L2 assessment;Second language assessment;SLA;Second language acquisition;Classroom testing;Large-scale international assessment;Proficiency tests;Technology assisted assessment;e-assessment;online assessment;online testing;computer-assisted assessment;E-portfolio;Ecological validity;Ethics;Test validity;COVID-19;COVID;Coronavirus;Pandemic;Pandemic education;Remote assessment;TOEFL iBT;Large Scale International Assessment;Face To Face;Peer Assessment;Multimodal Assessment;Language Assessment Quarterly;e-Portfolio Program;MSU;Test Takers;Remote Administration;Test Security;UK English;L2 Writing Assessment;IELTS;Academic Dishonesty;Performance Assessment;Automated Scoring;Remote Proctoring;Placement Exam;Digital Learning Objects;EAP Practitioner;Alternative Assessment
Foreword by Paula Winke
Section I: Theoretical and Methodological Concerns in Online L2 Assessment
Chapter 1: Technology in language assessment: An overview
Karim Sadeghi
Chapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model
Tony Clark, Martine Holland, and Richard Spiby
Chapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions
Emma Bruce and Helena Stakounis
Chapter 4: Language testing and assessment in COVID-19 pandemic crisis
Hossein Farhady
Chapter 5: Argument-based validation in the time of the COVID-19 pandemic
Erik Voss
Chapter 6: Assessment without borders: Modernising placement tests for diverse contexts
Mahmoud Amer and Maria J. Cabrera-Puche
Section II: Reactions to L2 E-Assessment During the Covid-19 Pandemic
Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution
Martin East, Deborah Walker-Morrison, and Viviane Lelievre-Lopes
Chapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students' perceptions
Isabel Balteiro
Chapter 9: Assessing university students' writing development and performance during remote instruction
Bahiyyih Hardacre
Chapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic
Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim Ranalli
Chapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic
Maria Luisa Carrio-Pastor
Section III: Managing L2 Assessment at the Time of the Crisis: The Way Forward
Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic
Ricky Lam
Chapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence
Shishi Zhang and Talia Isaacs
Chapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts
Ana Maria Ducasse
Chapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic
Akiko Imamura, Catherine Ryu, and Mariko Kawaguchi
Chapter 16: Conclusion: Lesson learned and lessons not learned
Karim Sadeghi
Section I: Theoretical and Methodological Concerns in Online L2 Assessment
Chapter 1: Technology in language assessment: An overview
Karim Sadeghi
Chapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model
Tony Clark, Martine Holland, and Richard Spiby
Chapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions
Emma Bruce and Helena Stakounis
Chapter 4: Language testing and assessment in COVID-19 pandemic crisis
Hossein Farhady
Chapter 5: Argument-based validation in the time of the COVID-19 pandemic
Erik Voss
Chapter 6: Assessment without borders: Modernising placement tests for diverse contexts
Mahmoud Amer and Maria J. Cabrera-Puche
Section II: Reactions to L2 E-Assessment During the Covid-19 Pandemic
Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution
Martin East, Deborah Walker-Morrison, and Viviane Lelievre-Lopes
Chapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students' perceptions
Isabel Balteiro
Chapter 9: Assessing university students' writing development and performance during remote instruction
Bahiyyih Hardacre
Chapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic
Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim Ranalli
Chapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic
Maria Luisa Carrio-Pastor
Section III: Managing L2 Assessment at the Time of the Crisis: The Way Forward
Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic
Ricky Lam
Chapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence
Shishi Zhang and Talia Isaacs
Chapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts
Ana Maria Ducasse
Chapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic
Akiko Imamura, Catherine Ryu, and Mariko Kawaguchi
Chapter 16: Conclusion: Lesson learned and lessons not learned
Karim Sadeghi
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
- dotes e técnicas do ensino
- Ensino de um assunto específico
- Linguistica aplicada ao Ensino da língua inglesa
- Exames e avaliações
- Aquisição da linguagem
- Bilinguismo e multilinguismo
- Ensino medio e superior
- Aprendizagem aberta, aprendizagem em casa, a educação a distância
- Literatura: história e crítica
- Idioma: referência e geral
Language assessment;Language testing;L2 assessment;Second language assessment;SLA;Second language acquisition;Classroom testing;Large-scale international assessment;Proficiency tests;Technology assisted assessment;e-assessment;online assessment;online testing;computer-assisted assessment;E-portfolio;Ecological validity;Ethics;Test validity;COVID-19;COVID;Coronavirus;Pandemic;Pandemic education;Remote assessment;TOEFL iBT;Large Scale International Assessment;Face To Face;Peer Assessment;Multimodal Assessment;Language Assessment Quarterly;e-Portfolio Program;MSU;Test Takers;Remote Administration;Test Security;UK English;L2 Writing Assessment;IELTS;Academic Dishonesty;Performance Assessment;Automated Scoring;Remote Proctoring;Placement Exam;Digital Learning Objects;EAP Practitioner;Alternative Assessment
