Assessing L2 Achievement In e-Based Programs

The paper discusses the relationship between language epistemology and the construct validity of language achievement procedures. Influenced by the work of Bachman’s (1990) and Bachman and Palmer’s (1996) work on the evaluation of test usefulness, the exploration of the procedures used for gauging student achievement will be presented in case study format on three aspects of assessment with regard to construct validity. These include a characterization of the entrance test, within-course exercises, and tutorial tasks. Examples provided about these aspects suggest that the program evaluates student performance in terms of a discrete knowledge domain. Since this view conflicts with the program’s stated language ability construct, the procedure for the assessment of student achievement is invalid. Network technologies, information systems, the Internet – all these technological affordances are impacting educational domains, including foreign languages, to a greater and greater degree. To that end, there have been many efforts to develop interactive multimedia programs (IMM), and advances in computer technology (multi-media and video-conferencing) are making those efforts more tangible day by day (Brett, 1998). This integration has not bee