Testing Computer Assisted Language Testing
Towards a Checklist for CALT
DOI:
https://doi.org/10.1558/cj.v12i1.37-58Keywords:
Assessment, computer assisted language testing, computer adaptive testing, item banking, item response theory, test factors, test functions, test objectives, item types, checklistsAbstract
Much computer assisted language learning (CALL) material that includes tests and exercises looks attractive enough but is clearly lacking in terms of validation: the possibilities of the computer and the inventiveness of the programmers mainly determine the format of tests and exercises, causing possible harm to a fair assessment of pupils' language abilities.
This article begins with a definition of computer assisted language testing (CALT), followed by a discussion of the various processes involved. E3oth advantages and disadvantages of CALT are outlined. Psychometric aspects of computer adaptive testing are then discussed. Issues of validity and reliability in CALT are acknowledged.
A table of factors in CALT distinguishes between test content and the mechanics of taking a test, before, during and after a test. The various factors are examined and comprise a table for developing a CALT checklist. The article ends with a call for professional testers and developers of educational software to work together in developing CALT.
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