Assessment Across Online Language Education - Stephanie Link

Assessment Across Online Language Education - Stephanie Link

11. Toward Technology-enhanced Alternative Assessment for Online Language Education

Assessment Across Online Language Education - Stephanie Link

Zhi Li [+-]
University of Saskatchewan
Zhi Li is an assistant professor in the Department of Linguistics at the University of Saskatchewan, Canada. His research interests include language assessment, Technology-supported language teaching and learning, and corpus linguistics. His research papers have been published in System, CALICO Journal, and Language Learning & Technology.
Stephanie Link [+-]
Oklahoma State University
Stephanie Link is an Associate Professor of TESOL/Applied Linguistics and Director of International Composition at Oklahoma State University. She earned her Ph.D. from Iowa State University and a dual Masters degree from Winona State University in Minnesota, USA and Tamkang University in Taiwan. She primarily teaches graduate-level courses in TESL, grammatical analysis, language and technology, and research methods. Her research interests include the study of emerging technologies for language learning and assessment, written genre analysis, and L2 pedagogy. Her most recent work is on automated writing evaluation and can be found in the Journal of English for Specific Purposes, Journal of Second Language Writing, Language Learning & Technology, System, and CALICO Journal.

Description

Latest developments in technologically rich environments (TREs) for language learning and teaching have prompted the need for innovative assessments to measure and support whole learning experiences, including not only cognitive but also social, affective, and contextual dynamics that influence learners’ developmental trajectories. To address this need, we argue for a reform in traditional online assessment practices that often rely solely on quizzes, discussion boards, and course grades. We instead promote technology-enhanced alternative assessments to help account for the dynamic, multifaceted experiences taking place in TREs. Supporting our call is a discussion of the current roles of technology in designing and developing alternative language assessments. We then provide considerations for implementing technology-enhanced alternative assessments, including theoretical recommendations and evidence-based model discovery. A more comprehensive understanding of learning experiences in TREs has the potential to complement traditional approaches to assessment and aid in efforts to simultaneously integrate learning and assessment into online language education.

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Citation

Li, Zhi; Link, Stephanie. 11. Toward Technology-enhanced Alternative Assessment for Online Language Education. Assessment Across Online Language Education. Equinox eBooks Publishing, United Kingdom. p. 221-238 Feb 2018. ISBN 9781781797013. https://www.equinoxpub.com/home/view-chapter/?id=34395. Date accessed: 25 Jun 2024 doi: 10.1558/equinox.34395. Feb 2018

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