reading prompt #12

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.
From the Ockey article, I have agree that computer based testing (CBT) has failed to realize it's potential. Problems listed are numerous: psychometric assumptions, local independence, controversy over appropriate scoring algorithm, agreement on test administration, practical use of test bank, availability of human resources, and test security are among some listed.
Area of controversy concerns the assessment of language skills and test/task formatting। Language ability is divided into four skill sets: reading, listening (both receptive skills), writing and speaking (productive skills)। Initially, test developers focused on assessing these language skills independently। More recently, however, CBT has started integrating one or more productive/receptive skills। Assessments have to take into account which type of tasks to use and task authenticity। Test scoring has proven to be a major challenge as well, especially in the assessment of writing abilities. Automated essay-scoring (AES) systems use corpus linguistics to assess text, but critics insist that although computers can assess quite accurately the mechanics of writing, they can’t interpret the feelings and meaning attached to it. So there still appears to be a place for human raters. Computer-human hybrid approaches seem to be a fair compromise.
From the Ockey article, I have agree that computer based testing (CBT) has failed to realize it's potential. Problems listed are numerous: psychometric assumptions, local independence, controversy over appropriate scoring algorithm, agreement on test administration, practical use of test bank, availability of human resources, and test security are among some listed.
Area of controversy concerns the assessment of language skills and test/task formatting। Language ability is divided into four skill sets: reading, listening (both receptive skills), writing and speaking (productive skills)। Initially, test developers focused on assessing these language skills independently। More recently, however, CBT has started integrating one or more productive/receptive skills. Assessments have to take into account which type of tasks to use and task authenticity. Test scoring has proven to be a major challenge as well, especially in the assessment of writing abilities. Automated essay-scoring (AES) systems use corpus linguistics to assess text, but critics insist that although computers can assess quite accurately the mechanics of writing, they can’t interpret the feelings and meaning attached to it. So there still appears to be a place for human raters. Computer-human hybrid approaches seem to be a fair compromise.Electronic portfolios seem to better address concerns regarding authenticity, learning/assessment that reflects “real life” situations, and assessment of intercultural competence. I think EPs ought to be promoted and integrated into high school and college language curricula, because I see great value in this approach to language assessment. In ESL and foreign language programs, EPs positive format of “can do” assessments has the potential to encourage learner motivation and aid collaboration.