Assessment Across Online Language Education
Stephanie Link [+–]
Oklahoma State University
Jinrong Li [+–]
Georgia Southern University
With the expansion of online language learning opportunities, language teachers and learners are presented with an increasingly diverse range of tools to facilitate language learning in various contexts. However, CALL researchers and practitioners often have limited knowledge about the effectiveness of online language learning primarily due to a lack of research on online language learning outcomes and on valid assessment measures.
Despite the challenges in assessing language learning online, the editors of this volume believe the wide range of online language learning opportunities has brought new tools and methods to both strengthen assessment and inform pedagogical decisions in online language teaching. In terms of assessment, technology first provides researchers and practitioners with more options to document learners’ language use in different contexts and their progress over time. The instances of learners’ actual use of language will complement any achievement and proficiency measures of language learning outcomes. Moreover, the use of technology motivates researchers and practitioners to re-conceptualize assessment of online language learning. More importantly, technologies make it possible for the assessment to be incorporated for the purpose of learning (e.g., adaptive learning) and teaching (e.g., technology-mediated dynamic assessment and teacher intervention).
Assessment Across Online Language Education examines these challenges emerged in online language teaching and learning, explores the new opportunities for language teachers and learners, and provides suggestions for future research on assessment and learning in online language education.
Table of Contents
PART ONE: ASSESSING LEARNER PROGRESS AND DEVELOPMENT
Michigan State University
PART TWO: ASSESSING ONLINE TEACHERS
Barbara A. Lafford (PhD,
Cornell University) is a Professor of Spanish Linguistics
at Arizona State University and is Head of the Faculty of Languages and Cultures at the
Phoenix Downtown Campus. Her recent research interests include the study of the effects
of social and cognitive factors on the acquisition of second languages in classroom and
study-abroad contexts, languages for professional purposes, and computer-assisted
language learning. She has served as Chair of the CALICO board and is currently the
Editor for the Monograph/Focus Volume Series of The Modern Language Journal.
Her publications also include Spanish Second Language Acquisition: State of
the Science (Georgetown, 2003) and The Art of Teaching Spanish:
Second Language Acquisition from Research to Praxis (Georgetown, 2006), both
co-edited with Rafael Salaberry.
the TESOL, Bilingual, and Multicultural Education program at SCSU. Her teaching focuses on linguistic theory and its application to classroom learning. She initiated the Connected Classrooms Initiative at CSU. She publishes on the issues of bilingualism, including First language attrition, classroom interaction, technology-mediated instruction, and teacher development.
PART THREE: ASSESSMENT TOOLS FOR ONLINE ENVIRONMENTS
technology as senior staff and adjunct faculty member at the Middlebury
Institute of International Studies (MIIS) at Monterey. Based in the San
Francisco Bay area, she leads workshops, creates materials, and facilitates
experiences that integrate human-centered design practices within projects and organizations. Her increasing engagement with the world of entrepreneurship is driven by a recognition that, as with teaching, a deep understanding of human needs, motivations, and behaviors is at its core.
PART FOUR: FUTURE DIRECTIONS FOR ONLINE LANGUAGE ASSESSMENT