Reading Prompt #12

*Ockey, G. J. (2009). Developments and Challenges in the Use of
Computer-Based Testing for Assessing Second Language Ability.
Modern Language Journal, 93(Focus Issue), 836-847.
*Cummins, P. W. & Davesne, C. L. (2009). Using Electronic Portfolios
for Second Language Assessment. Modern Language Journal, 93(Focus
Issue), 848-867.

Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.

Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.

Ockey states that computer-based testing (CBT) has failed to realize its anticipated potential due to a number of factors. Issues that have played an important role involve challenges and limitations with forms of delivery, computer-adaptive testing, test security, and language skills assessment.

One major concern for CBT is ensuring test security. For large-scale, high-stakes testing, it’s difficult and expensive to develop large enough item banks to ensure test security. Web-based testing (WBT) makes assessments possible from any computer in the world, but creates challenges for confirming test taker identity. The storage and retrieval of assessment instruments are also vulnerable to breeches in security from computer hackers. This is becoming less of a concern though with continued improvements in internet technology. Another area of controversy concerns the assessment of language skills and test/task formatting. Language ability is divided into four skill sets: reading, listening (both receptive skills), writing and speaking (productive skills). Initially, test developers focused on assessing these language skills independently. More recently, however, CBT has started integrating one or more productive/receptive skills. Assessments have to take into account which type of tasks to use and task authenticity. Test scoring has proven to be a major challenge as well, especially in the assessment of writing abilities. Automated essay-scoring (AES) systems use corpus linguistics to assess text, but critics insist that although computers can assess quite accurately the mechanics of writing, they can’t interpret the feelings and meaning attached to it. So there still appears to be a place for human raters. Computer-human hybrid approaches seem to be a fair compromise.

It’s this combination of unresolved problems and related issues that have affected CBT development and Ockey’s view that CBT has failed to reach its potential. However, he remains optimistic in stating that it will be worthwhile to continue addressing these challenges in the future.

The concept of electronic portfolios is a refreshing one. There are situations in which formal testing, as outlined in Ockey’s article, is necessary and appropriate. These formal assessments offer a “snapshot” of a person’s abilities at that given moment. An electronic portfolio (EP), on the other hand, evaluates language ability and progress over time and incorporates a component of self-assessment. I think self-assessment is crucial in language learning, echoing Alderson’s view that “without self-assessment there can be no self-awareness” (p851). This self-awareness helps learners set goals and take responsibility for their own learning. I would like to incorporate this notion of self-assessment into my own classroom.

I think that an electronic portfolio says so much more about a person’s ability to function in another language than a test score alone. I thought it was interesting that the Common European Framework of Reference for Languages (CEFR) assessment scale made an additional distinction between spoken production and spoken interaction, because I think that these two contexts of “speaking” do indeed require different skills.

Electronic portfolios seem to better address concerns regarding authenticity, learning/assessment that reflects “real life” situations, and assessment of intercultural competence. I think EPs ought to be promoted and integrated into high school and college language curricula, because I see great value in this approach to language assessment. In ESL and foreign language programs, EPs positive format of “can do” assessments has the potential to encourage learner motivation and aid collaboration.