Technology-based
learning tasks are fine, but not developing assessment tasks through
technology. It is seen as a problematic area, while being assessed as having a
lot of promises. There is a lot of variety in presenting text and media to
examinees. But the question is whether we can adapt to individual levels during
test taking.
Technology-enabled language assessment can give responses, evaluation, and feedback individually in no time. But some question the validity of technology in tests. How different would it be from traditional tests? Since every aspect of such tests require technical proficiency of the learner, technology is not invisible in such tests. Some ask whether it is a test of technology awareness/proficiency or that of language.
Technology-enabled language assessment can give responses, evaluation, and feedback individually in no time. But some question the validity of technology in tests. How different would it be from traditional tests? Since every aspect of such tests require technical proficiency of the learner, technology is not invisible in such tests. Some ask whether it is a test of technology awareness/proficiency or that of language.
But technology
is here with us, and is spreading even to the remotest areas of the Earth. So saying
that it is a deviant phenomenon is not the best response to technology in language
testing. Learners need to be prepared for such tests. Familiarity needs to be
built. TOEFL has multiple choice questions, highlighting, etc. Therefore, TOEFL
examinees must be prepared for it by going through practice sessions where they
learn how to use computers in answering questions.
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