Language Testing and Technology: Past and Future

The L2 field's first concerted effort in terms of computer-based testing (CBT) emerged in the mid-80s with the 1985 LTRC. The conference proceedings were published under the title Technology and Language Testing (Stansfield, 1986). The proceedings indicate that several papers presented at the conference dealt with CBT and the application of latent trait models to item-bank construction, item selection, and computer adaptive testing (CAT). The general measurement profession had been working with CBT and, more specifically, with CAT since the early 70s. The first conference on CAT was held in 1975. Perhaps the main reason the L2 field has lagged behind in this area is because it has long promoted performance-based assessment, a form of assessment that does not lend itself as readily to computerized administration as do more traditional test formats. In fact, the second section of the Stansfield volume deals primarily with performance-based assessment. So, whereas general measurement researchers, especially those working with CAT, have concerned themselves more with selected-response item types, the L2 field has continued to promote performance-based assessment. Even today, CBT performancebased assessment continues to be a challenge. After Stansfield (1986), the most significant work on language testing and technology is an edited volume by Dunkel (1991). Dunkel's volume is devoted to computer-assisted language learning and CAT. The CAT section documents how knowledge in the L2 field has progressed in the area of CBT. For the most part, the studies continue to explore the value of the adaptive format and report on various CAT developments and validation research efforts. What is most significant about this volume, however, is the variety of CAT applications for assessing L2 proficiency in school and university settings, a clear indication of the growing use of CAT. Indeed, since the Dunkel volume, the number of CBT and CAT instruments developed by academic and testing organizations has continued to increase. Many universities and virtually every major language testing organization are engaged in the development of CBT or CAT. Brigham Young University was a pioneer in developing French, German, and Spanish CAT instruments used for placement at universities. The Educational Testing Service in 1998 launched CBT TOEFL in the in US and in numerous countries around the world. The University of Cambridge Local Examinations Syndicate (UCLES) also developed CAT instruments in various languages and for various purposes. More specifically, UCLES developed CommuniCAT primarily for language programs in academic settings and BULATS (Business Language Testing Service) for the corporate sector. Languages targeted in these tests include English, French, German, and Spanish. In addition, the Council of Europe has sponsored the DIALANG project, which provides diagnostic assessment in 14 languages. Coupled with this proliferation of CBT and CAT instruments has been a steady flow of publications on the topic. These publications include those by Brown and Iwashita (1996, 1998); Young, Shermis,