This volume presents the various aspects of the constructivist-informed practice to online language assessment and illustrates its principles with real classroom examples and research. It informs language educators about how to understand, design, and apply online language assessment within the realms of socio-constructivism and its related theories and approaches, such as socio-cultural theory (SCT) and ecological constructivism. The book showcases diverse constructivist assessment perspectives and illustrates how their designs vary depending on the unique characteristics and requirements of individual learning contexts. With chapter authors representing a range of countries and cultures, this book underscores the importance of respecting diverse educational and technological needs and circumstances. This volume appeals to a wide audience, including language teachers, academics, researchers, and instructional designers in online and blended education, as well as across various industries. It is also of great value to school administrators, technology personnel, directors of teaching and learning centers, and other stakeholders.
Chapter 1: An Ecological Perspective on Online Language
Assessment.- Chapter 2:Technology-mediated Feedback in Writing Classes:
Towards a Learning-oriented Approach.
Chapter:3 Designing Task-based
Language Assessments in VLEs.- Chapter 4:Assessing Collaboration Using Peer
interactions in Blended Process Writing Tasks.
Chapter: 5 A Constructivist
Perspective on the Use of Online AI-based Adaptive Learning and Feedback to
Support L2 Writing Development.
Chapter: 6 Online Assessment of Translation
Skills: The Extent and Quality of Learner Interactions with Google
Translate.
Chapter 7 E-portfolio Assessment in Language Classrooms: Its
Impact on Learners Writing Performance and Autonomy.- Chapter 8:Authentic
Online Language Assessment: ePortfolio Development Process underpinned by
Ecological Constructivism.- Chapter 09:Language Assessment Online in a
Post-Pandemic World: Looking at the Big Picture.
Dr. Chadia Mansour holds a Ed.D. in Education with a specialization in digital and distance education from Athabasca University, Canada. Her research explores design-based integration of technology for language learning and human assistance in multimodal and open digital environments. Through her leadership and scholarship, she is committed to a more inclusive and equitable quality education for all and has contributed to accessible professional development to educators around the globe.
Dr. Aga Palalas is Associate Professor at Athabasca University, Canada, specializing in human-centered digital learning. Her research explores computer-assisted language learning, online learning, digital wellness, and disruptive pedagogy, integrating innovative technologies. Dr Palalas is former president and founding director of IABL and IAmLearn and currently acts as Interim EiC of the International Review of Research in Open and Distributed Learning (IRRODL). She is dedicated to holistic digital learning design that nurtures individuals and communities.
Dr. Pakize Uludag holds a Ph.D. in Education with a specialization in Applied Linguistics from Concordia University, Canada. With expertise in curriculum and assessment design, she has led grant-funded research projects in second language (L2) assessment and has authored numerous peer-reviewed publications. A frequent conference presenter, she currently serves as an educational leader in comprehensive internationalization and intercultural learning.
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