Why is there a need for computer-adaptive tests in language teaching?
As interest grows in performance-based testing, which requires students to demonstrate an ability to use what they have learned, new ways to assess performance must be developed. Since 1986, the University of Minnesota’s College of Liberal Arts has had a foreign language requirement based on demonstrated proficiency rather than on the number of language courses completed. To date, the University uses computer-based tests and oral interviews to evaluate students’ target language proficiency in reading, writing, listening, and speaking. The requirement that students demonstrate proficiency has had significant positive impacts on second language curriculum design, teaching, and evaluation across the state of Minnesota. The use of computer-based technology greatly facilitates test administration, scoring, data analysis and data management, and score reporting. Thus, computer-based testing enhances the feasibility of replicating Minnesota’s proficiency-based model at other institutions. Alt
