Prompt #12

Challenges in the Use of
Computer-Based Testing for Assessing Second Language Ability.
Modern Language Journal, 93(Focus Issue), 836-847.
*Cummins, P. W. & Davesne, C. L. (2009). Using Electronic Portfolios
for Second Language Assessment. Modern Language Journal, 93(Focus
Issue), 848-867.

Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.

Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.


Computer- base testing technology, CBT, has shown spectacular work in assessing language practices and scoring the constructed responses to writing and speaking practically. Ockey argues that, to certain extents, CBT has been restricted and, then, fails to maintain large item banks to promise test security. Some test takers may have access to the test questions or use their memorization talent and spill them, eventually, to be as practice exercises at schools. Consequently, CBTs will lose its authenticity and validity. Another concern is how to ensure the actual independent test taker identity during CBTs. Initially, as a solution, ETS tests individuals at testing centers or through WBT screening tests. The last Ockey’s view is the extreme challenging in saving CBT system from hackers who are considered a real threat to the test information system.

In some way, I may agree with him on these raised issues. Based on Ockey's reasons, CBT can be considered unreliable by some people since it is hard to encounter these challenges. Thus, some would position CBT as a secondary level for SLA assessment. On the other hand, CBTs are widely and still used to examine language proficiency of the test takers.
For instance, CBT is one of the conducted TOFEL test forms that is required by universities to admit international students. Those, better to say, concerns, rather than problems, seldom influence the worth of the scores and evaluation of language ability.

Optimistically, I hope that technology development is capable to introduce more effective features to avoid such attached issues in assessing SLA.

According to electronic language portfolios (ELP), I may use language passport as an assistant that provides a descriptive summary of the learner’s skills development. As a better option, the ELP language dossier affords a video file showing a demonstration of writing, listening, speaking skills integration including cultural dimension of an individual or a group production. Students would be involved practicing these skills and simultaneously evaluate their language process when it is integrated into the dossier.

Finally, ELP is a supportive peer of teachers in informal language assessing (not classroom formal evaluation) that gives additional constructed image of the students’ progress.