Prompt 12

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.

Computer-based testing (CBT) has been being used to assess second language ability, and it has made it possible to score essays, oral speech samples, or other test responses more reliably and practically. But CBT has failed to realize its anticipated potential. CBT security is one of the failures. Appropriate test security has to ensure that test takers cannot access to questions prior to the exam. I would like to set IELTS or TOEFL tests as example, test takers normally know that the test items are frequently repeated, so many of them access to internet and download old tests as many as possible items to memorize, and all get really good scores. This “shortcut” somehow makes the test “invalid” and not fair to all test takers. The Item bank of CBT is limited, so the CBT security still has a long way to be developed.

Cummins & Davesne (2009) mention that computer assessments of second language learner outcomes include computer-based testing (CBT), computer-adaptive testing (CAT), semi-adapted CAT, and also alternative form of electronic-portfolios (EPs), because machine cannot fully replicate the interpretive abilities of human beings, portfolio assessment is a reasonable alternative form of evaluating L2s’ linguistic outcomes and competence. Portfolio is defined by Norton and Wiburg (1998) as a collection of student work that demonstrate student’s motivation, academic progress, and achievement. As electronic-portfolio, it has more powerful function than paper-based portfolios in their capabilities of storing a wide variety of media files, such as audio files, video files, movies, and power point etc. and also EPs are easy for students and instructors to share and interact. The article mentioned that EPs can help students assess themselves, and I really think teachers can use it in classroom assessment. EPs can help students to set goals, and track progress they make it’s a good way for students to understand their skill levels and knowledgebase.