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21 Language Transfer and Cross Linguistic Studies: Relativism, Universalism, and the Native Language
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Introduction Introduction
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Second Language CBT Instruments Second Language CBT Instruments
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Representation of the Construct Representation of the Construct
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Overall Test Design Overall Test Design
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Item/Task Construction Item/Task Construction
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Test Purpose Test Purpose
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Conclusion Conclusion
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Appendix: Computer Web-Based Projects Appendix: Computer Web-Based Projects
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35 Technology in Standardized Language Assessments
Get accessMicheline Chalhoub-Deville (PhD, Ohio State University) is university professor of educational research methodology at the University of North Carolina at Greensboro. She is recognized internationally for her work in the field of second language assessment. She has published in various journals, including Annual Review of Applied Linguistics, Foreign Language Annals, Language Learning, Language Testing, and World Englishes. She has edited a book on computer adaptive testing, titled Issues in Computer-Adaptive Testing of Reading Proficiency and coedited Inference and Generalizability in Applied Linguistics: Multiple Research Perspectives. Dr. Chalhoub-Deville has received the International Language Testing Association Award for Best Article on Language Testing. She has chaired the TOEFL Committee of Examiners and served on the TOEFL Policy Council. She can be reached at http://chalhoub-deville@uncg.edu.
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Published:18 September 2012
Cite
Abstract
Use of and importance of technology in standardized language assessments is the focus of this article. Within the past generation, computer technological advances have transformed the work environment and educational practices. The emergence of computers represents a major turning point in civilization, not unlike that experienced with the invention of the printing press in the late fifteenth century. It is to be expected, therefore, that computers have had and will have a large and even a defining impact on second language assessment as well. Indeed, computer-based tests are not at all uncommon in the second language field today. The computerized delivery of tests has become an appealing and a viable medium for the administration of standardized second language tests in academic and nonacademic institutions. Given the growing use of CBT, an important issue to reflect on is the nature of the change that CBTs have brought to second language assessment.
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