Assessing Language in an E-Learning Environment

Background

First, it is important to understand which foundational theories are seen in online learning. When computer-based learning first began, most course designs were rooted in behaviorism methodologies; however, today we see a blend of behaviorist, cognitivist, and constructivist paradigms in online learning (Alley, 2008). But how does this look for learning a language online? How do instructors effectively assess all four-core skills (reading, writing, listening, and speaking) using an online platform? First, any online learning must develop courses grounded in instructional design principles. According to Merrill’s (2013) five principles of online instruction, new skills need to be demonstrated. For example, new grammar structures in a writing task, or choosing an appropriate response between interlocutors. Additionally, Ring and Mathieux (2002) assert that online learning needs to be in an authentic context. In the field of language learning, Guariento and Morley (2001) explain that a demonstration or output production should simulate a real-world use of the language for the test or task to be authentic. Chapelle and Douglas (2006) note that test developers need to consider both situational authenticity and interactional authenticity. Authentic tasks are critical in language development because they model real-world interactions in which the learner needs to use the language. Thus, this chapter will look at developing assessment strategies for online courses that are designed primarily using constructivist methods.

Constructivism is a derivative of constructionism that emphasizes social interaction to create meaning (Kim, 2001). Vygotsky’s (1978) theory of social constructivism emphasizes social interaction to develop understanding and negotiate meaning. Language instructors in a face-to-face classroom utilize interactions between themselves and other students to create a language-learning context-based on social interactions. Social constructivist methods rely on the importance of interaction to learn not only context but also culture (Kim, 2001). Anderson (2003) asserts that interaction is a critical component of educational learning and has had high value for distance learning. Is this interaction still possible for language learning and assessments online? The answer is yes. Online courses have the ability to facilitate interaction with peers and the instructor across distances for both synchronous and asynchronous communication, which can be used for formative assessment and feedback.