Underrepresentation of the construct in Spanish standardized foreign language examsa computer assisted exam proposal

  1. Fernandez Alvarez, Miguel 1
  2. García Laborda, Jesus Garcia Laborda 2
  3. Magal-Royo, Teresa 3
  1. 1 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  2. 2 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  3. 3 Universidad Politécnica de Valencia
    info

    Universidad Politécnica de Valencia

    Valencia, España

    ROR https://ror.org/01460j859

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Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2022

Issue Title: Monográfico

Issue: 4

Pages: 27-45

Type: Article

DOI: 10.30827/PORTALIN.VI.21393 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Abstract

Standardized tests are a reality in a globalized world and, consequently, in the Spanish system. Language test developers have already claimed that the current model of assessment has little to do with real language use, as factors such as the shift from paper to computer, information search and other uses of language or multimodal communication are not being considered (García Laborda & Fernández Álvarez, 2021). This theoretical paper proposes (1) a novel construct for testing that incorporates new functionalities which have been shown able to test appropriately language performance in academic settings; and (2) the proposal and design of an online multimodal exam that adapts to the new needs for language assessment in the University Entrance Examination. It begins with an analysis of current research to show the need for a change in the construct, and concludes by proposing a model for this high-stakes exam, based on a new construct of language proficiency and multimodal interaction for computer-based exams. The paper concludes that this model can change the way we understand technology-based exams and could be applicable to most current exams.

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Data source: Dialnet