Reading Prompt 12 reply

Ockey presents valid arguments on why the full potential of CBT has failed. Regarding CATs, the possibility of violating the unidimensionality and local independence assumptions within the IRT scoring algorithm can skew the validity of the test taker’s responses. In turn, an inaccurate assessment could result. Also, until there is agreement on CAT algorithm, I agree test takers will continue to receive various test scores. I also agree on the necessity to maintain a large bank of test questions, if CAT is going to be an effective assessment system—as the test taker population represents various proficiency levels. Expert human resources in developing and implementing CAT are a must, as it demands a degree of knowledge/analysis. In the area of CBT security, valid points were raised about test takers memorizing and sharing material, verifying their identity, and hackers—all valid CBT vulnerabilities. Several pros and cons were offered in the discussion of CBT usage for language skills assessment. A blending of CBT and human raters with writing assessments was the best method to assess writing skills. Taking that idea further, with challenges across the language skills discussed, it does not make sense to rely solely on CBT for assessment purposes. There isn’t consensus in its various applications and questions of reliability and validity continue to exist. CBT should be viewed as one method of assessing SLLs, but not the sole instrument.
And that brings me to Cummins & Davesne’s article on EPs as alternative assessment tools. I would use EPs as equal partners, vice just an alternative, to assessments. I would adapt the EP format for my adult learners, as we are not in an academic school program. All 3 parts—passport, bio’, and the dossier would be included, but modified to a less academic style for my learners. Samples of written and oral activities would complement assessments of such, which would portray a more complete picture of the learners’ language proficiency in these domains. Pair/group work collaborations would be in the EPs—as learners learn from each other, this would be reflected. I would use the EPs as a method for learners to capture and view themselves in a SLA light. That could further empower learners with their SLA journey. From the assessment perspective, using EPs in my classroom would provide a richer and a more visual measure of their course progress. The concept of assessing a collection of a student’s work via EPs provides a more well-rounded method to assess motivation and progress.