Week 12: Computer-assisted language testing
This paper reviews the advantages and disadvantages of computer-based language tests. To check their learning progress, students are required to take a diagnostic test before and after the course at my school. The test provided by Oxford is completely about general English grammar, which is not related to what they learn in lessons (not vocational English). Since we cannot locate a better CBT in the market, we use the Oxford one.
One of the disadvantages mentioned in the article, which is about degree of computer literacy, is not a problem for our students because teachers do spend some time on demonstrating and familiar students with the necessary test techniques. What I would like to share is the limited language skills that can be tested on a computer. No speaking and writing skills are assessed in our diagnostic test while these two skills are regarded as the most important components in students' assessments. Take the module I'm teaching as an example - the module is problem solving and persuading. For the assessments, besides the independent language learning portfolio (10%), students are required to take a speaking assessment on their problem solving skills (45%) and write a piece of promotional leaflet (45%). The diagnostic test that students do cannot genuinely assess their learning progress!
Despite the disadvantages of CBT, we still use that in our school because it saves up teachers' time in marking the paper. Still, I think we should use a better way in assessing our students, if the school takes it as a crucial reflection tool.
