| Advancing Language Assessment Through Evidence-Centered Design: A Conceptual Analysis and Practical Framework |
| کد مقاله : 1211-ELTCONF7. |
| نویسندگان |
|
مجتبی الماسی * دبیر آموزش و پرورش و مدرس دانشگاه فرهنگیان استان همدان |
| چکیده مقاله |
| This article provides a comprehensive conceptual analysis of the application of Evidence-Centered Design (ECD) in language assessment, framing it as a foundational framework for developing valid, reliable, and fair assessments. It argues that ECD's systematic process—which involves defining target constructs, designing tasks to elicit evidence of those constructs, and developing scoring rubrics aligned with learning objectives—is crucial for creating meaningful evaluations of language proficiency. The paper synthesizes existing literature to demonstrate the widespread application of ECD principles in major international assessments, including the ACTFL guidelines, TOEFL iBT, and CEFR-aligned tests. Furthermore, it extends the discussion to the integration of ECD with Computer Adaptive Testing (CAT) and other technological innovations, exploring their combined potential for personalized and efficient assessment. A key contribution is the presentation of a practical, ECD-based model for designing a vocabulary proficiency test, illustrating the framework's utility from theory to practice. The study concludes by highlighting critical future directions, including the need to enhance assessment literacy among educators, navigate ethical and privacy concerns in digital testing, and develop a tailored national framework for ECD-based language assessment, particularly in contexts like Iran where digital competencies are becoming increasingly essential. |
| کلیدواژه ها |
| Evidence-centered Design (ECD), Language assessment, Computer-adaptive testing, Technology-enhanced assessment |
| وضعیت: پذیرفته شده مشروط برای ارائه شفاهی |