Assessment Across Online Language Education
1st Edition
Will be published approx. on 26. February 2018
Book
Paperback/Softback
278 pages
978-1-78179-701-3 (ISBN)
Description
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.
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.
More details
Series
Language
English
Place of publication
United Kingdom
Target group
College/higher education
Professional and scholarly
Product notice
Paperback (trade)
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 15 mm
Weight
427 gr
ISBN-13
978-1-78179-701-3 (9781781797013)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Stephanie Link is an Assistant Professor of TESL/Applied Linguistics and Director of International Composition at Oklahoma State University. Jinrong Li is an Assistant Professor in the Department of Writing and Linguistics at Georgia Southern University.
Content
INTRODUCTION 1. The Online Language Learning Imperative: Maximizing Assessment Practices to Ensure Student Success Stephanie Link and Jinrong Li PART ONE: ASSESSING LEARNER PROGRESS AND DEVELOPMENT 2. Assessing Language and Intercultural Learning during Telecollaboration Senta Goertler, Michigan State University, Theresa Schenker, Yale University, Carly Lesoski, Michigan State University, and Sonja Brunsmeier, University of Education, Freiburg 3. Assessing the Effect of Pedagogical Interventions on Success Rates and Students' Perceptions of Connectedness Online Victoria Russell, Valdosta State University 4. Language MOOCs: Assessing Student Knowledge and Comprehension of Clinical Terminology Carrie Demmans Epp, University of Pittsburgh, Rae Mancilla, University of Pittsburgh, and Valerie Swigart, University of Pittsburgh PART TWO: ASSESSING ONLINE TEACHERS 5. Issues and Challenges in the Assessment of Online Language Teacher Performance Barbara Lafford, Arizona State University, Carmen King de Ramirez, University of Arizona, and James Wermers, Arizona State University 6. Evaluating Teacher Tech Literacies Using an Argument-based Approach Jesse Gleason, Southern Connecticut State University, and Elena Schmitt, Southern Connecticut State University 7. The Transition from Face-to-face Teacher to Online Course Developer David Donnarumma, BPP University, and Sarah Hamilton, BPP University PART THREE: ASSESSMENT TOOLS FOR ONLINE ENVIRONMENTS 8. Innovative Implementation of a Web-Based Rating System for Individualizing Online English Speaking Instruction Hyejin Yang, Iowa State University, and Elena Cotos, Iowa State University 9. A Systematic Approach to Vetting Reading Comprehension Items for Inclusion in Cloud-based Assessments Fabiana MacMillan, Rosetta Stone 10. The Lingo of Language Learning Startups: Congruency Between Claims, Affordances, and SLA Theory Gabriel Guillen, Middlebury Institute of International Studies, Thor Sawin, Middlebury Institute of International Studies, and Sarah Springer, Independent Scholar PART FOUR: FUTURE DIRECTIONS FOR ONLINE LANGUAGE ASSESSMENT 11. Toward Technology-enhanced Alternative Assessment for Online Language Education Zhi Li, Paragon Testing Enterprises, BC, Canada, and Stephanie Link 12. Argument-based Approach to Validation in Online Language Education Erik Voss, Northeastern University