Boubaker TEMLALI
University of Tlemcen, Algeria
Abstract
The current paper discusses the importance of introducing the information and communication technologies (ICTs) in educational evaluation. The main motive for this is the distressing disjunction between the teaching-learning cycle and assessment devices. For this reason, the author aims at maintaining the validity of tests by bridging that gap. One way of doing this is by means of implementing ICTs to replace –or at least sustain- the paper-and-pencil testing devices. The very simple example of doing this is the computer-assisted language assessment approach. Furthermore, the computer-based adaptive assessment model is an advanced form of the former, and remarkably common around the globe. Several merits are proven to be attained from this initiative. In addition to its familiarity with learners and maintaining test validity, efficiency, equivalence, and innovation are the fundamental ones. Nonetheless, other few challenges cannot be neglected. Some of these are the high financial expenses and the limitations to the tests types. To wrap up, the proper adaptation in Algerian Universities is strongly demanded to keep up with the novelties in the ELT industry.
Keywords
Educational Evaluation, ICTs, Testing Devices, Traditional Assessment.
1. Introduction
The Algerian educational system has witnessed several changes in the 21st century. For instance, the introduction of Competency-Based Approach to better prepare the individuals to overcome the arising life and career challenges. Both teachers and learners are encouraged to profit from the digitalization of the globe. That is to say, information and communication technologies, regardless of their potential drawbacks, should not be banned from school; however, their proper use to raise the quality of education is strongly demanded. Despite that, the testing devices in the Algerian school are, unfortunately, still slaves to some outdated assessment principles. Knowing that evaluation is an unseparated element on any educational system triangulation: teaching-learning-evaluation, this could not be attained if stakeholders are not aware of the necessity to modernize the testing devices to meet those updates. Many practitioners call for the integration of ICTs not only to teaching or learning but also for evaluating. Some models were developed and had been proven to be efficient at many levels. In light of this, the Algerian educational system should follow this stream and incorporate various ICTs to develop exams, and accordingly its positive washback.
2. Demystification of Terminology
The related literature is rich in both holistic explanations and exemplifications of notions and concepts as well as detailed ones. Some of which might even be contradictory. To avoid any undesirable confusions, certain vagueness is elucidated. First of all, evaluation, assessment and testing are separate levels of conceptualization in which one comprises the other (Overton, 2009); however; the readers might have already noticed that they are used interchangeably, and will continue to be. Moreover, to what extent a test addresses what is intended to measure is what Bachman and Palmer (1996) refer to as test validity.
3. The Methods of Implementation
In fact, there are several ways in which ICTs might be implemented. Among which we mention: computer-assisted language assessment (CALA) and computer-based adaptive assessment (CBAA). The later is also known as computer-adaptive testing (CAT). Those two models are becoming more popular among language’ teachers around the globe. Surely, they are subject to certain criteria such as testers’ needs and test’s functions.
3.1. The Computer-Assisted Language Assessment
Computers are increasingly gaining ground in the ELT industry. Following this line of thought, assessment is no exception. In fact, Douglas believes that: “… language teachers and test developers all over the world now use computers to assist them in the development, delivery, and scoring of tests, as well as in analysing and reporting test results.” (2014, p.56). HotPotatoes, Moodle, and Google Forms are some of the available freeware and web platforms that can be used for that reason. In sum, CALA is one popular form of using computers in for language assessment, but it is not the only one.
3.2. The Computer-Based Adaptive Assessment
The recent developments in the world of computing have shed their light on the field of language assessment. The collaboration among computer engineers and language practitioners (more precisely: tests’ developers) has taken language assessment to the next level. Hence, the artificial intelligence is now employed for the betterment of language assessment devices. CBAA, according to Tally (2006), is the use of:
… interactive (computer) technology to select, in real time, specific items to present to individual examinees based on responses to previous items. Incorrect responses evoke less difficult items in that dimension, whereas correct responses evoke increasingly difficult items. (p. 162-163)
Certainly, the implementation of artificial intelligence in language assessment was –in the first place- for its betterment, yet few fruitful outcomes are expected.
4. Advantages
There are several merits of introducing ICTs in language assessment. First, to avoid the disjunction in the teaching-learning-assessment cycle. Second, the efficiency, equivalence with paper-and-pencil tests, and actualization of testing devices. Last but not least, learners are familiar with computers so that the bizarreness is less likely to occur. In short, these models are believed to maximize the profits of ICTs for both language teachers and learners.
4.1. Test Validity
As Bachman and Palmer assert (1996), the issue of validity refers to the fact that if teaching and learning are processed electronically, assessment should be identical. In simpler words, does the test evaluate what is intended to be evaluated? (Hughes, 2003). In the same line of thought, Gibbs (2005, p. 173) insists on the role of ICT-based assessment “to avoid disjunction between teaching and assessment modes with e-based learning”. For these reasons, CALA is believed to be the adequate mode to accomplish this, as well as other merits.
4.2. Efficiency, Equivalence, and Innovation
More technically, Chapelle (2010) presents three major advantages of implementing CALA. These are efficiency, equivalence and innovation. First, the use of CAT (for instance: automated writing evaluation and/or automated speech evaluation, and the like) is thought to provide more efficiency to the test. Second, being “the gold standard”, paper-and-pencil tests are now possibly comparable to CALA. Third, it creates space for test’ developers to revolutionise the items and its content, such as adapting the appropriate language to the corresponding context. All these valuable assets offer both examiners and examinees a familiar assessment environment.
4.3. Familiarity with Learners
Examinees are a key criterion in tests developers’ process of planning and administering their items. It is not sceptical –considering the age of digitalization- that instructional practices in an e-based teaching environment are widespread among educators. Similarly, the learning environment is identical. Knowing that testing takes place accordingly as discussed in 4.1., the awkwardness accompanying tests is believed to be less prominent. Platforms such as Moodle are no remarkably different than many websites students access frequently, yet potential complications are implausible.
5. Challenges
Regardless of the stated advantages, few drawbacks can be neither ignored nor stopped at. This is because every human-made production is a project of a double-edged sword invention. CALA and/or CAT are no exception. The very first challenge is the financial costs instigated by it. Most importantly, the number of question types is awfully limited. Apart from some multiple choice or matching exercises, test developers, at least in-practice teachers, have fewer options to make than in traditional assessment modes. Regardless of that, the proper blending of modern and traditional modes is believed to be helpful in overcoming this issue.
6. Application in Algerian Universities
The Algerian policy regarding higher education, like most countries, is to modernize different aspects related to teaching, learning and researching. Evaluation should follow the same path. Considering the above ICT-based assessment challenges, it is always preferable to adopt them in context rather than the direct adopting of each. “The teacher has to rely on clear theoretical bases when designing his/her tests.” Hoadjli (2015, p.310) insists. Knowing this, the proper implementation of ICT-based assessment devices is strongly recommended, and the country policy aims are more doable.
5. Conclusion
To conclude, both CALA and CAT are innovative approaches to educational evaluation. They help not only tests developers and teachers but also learners and their perceptions of experience with testing in general. It also bridges, or at least help in bridging, nowadays the gap in the teaching-learning-assessment cycle. This would, certainly, maintain test validity and promote its reliability. The Algerian tertiary level would be indorsed, the overall experience with evaluation cannot be an exemption.
References
Bachman, L. F. & Palmer, A. S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press.
Chapelle, C. A. (2010). Technology in language testing
Retrieved November 14, 2012 from http://languagetesting.info/video/main.html
Douglas, D. (2014). Understanding language testing. NY: Routledge.
Hoadjli, A. C. (2015). The Washback Effect of an Alternative Testing Model on Teaching and Learning: An Exploratory Study on EFL Secondary Classes in Biskra. Biskra, Algeria: Mohamed Kheider University of Biskra.
Hughes, A. (2003). Testing for language teachers, 2nd edition. Cambridge: Cambridge University Press.
Overton, T. (2009). Assessing Learners with Special Needs: An Applied Approach. England: Merrill/Pearson Publications.
Tallt, T. (2006). Approaches to assessing technological literacy. DC: The National Academies Press.