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THE IMPACT OF COMPUTER-AIDED ASSESSMENT IN LANGUAGE
TEACHING AT THE UNIVERSITY
Obidjonova Shokhista Bakhtiyorovna
University of Exact and Social Science Foreign Languages Faculty
master’s degree student, Tashkent, Uzbekistan.
shohistabaxtiyorovna91@gmail.com
Phone number: +998979900503
Annotation:
This is quite a narrow research objective that is focused on the
benefits and challenges regarding the Computer-Aided Assessment, and how it impacts
the students’ knowledge at the University. The field of education is constantly
changing, and it has come to a stage where technology has been incorporated into
teaching. One of the most important changes is the development of the Computer Aided
Assessment (CAA), which uses technology to assess the students ‘learning. This article
tries to study the effectiveness of CAA in language teaching and analyze its effects on
students learning, educational practices, as well as the general participation of students
in the educational process. Most of the foreign language classes taught at the Andijan
branch of Kokand University in Uzbekistan were recorded for study purposes. A
number of barriers concerning the use of modern technology in these lessons were
discovered. Among such challenges were technical issues, insufficient computers or
other devices, and the students’ associated lack of knowledge. Some teachers who
participated in the classroom technology integration were interviewed for the purpose
of understanding the design challenges. The investigators made with the impression
that the teachers, despite challenges in implementing technology into teaching in these
classes, had an overall positive attitude toward technology integration.
Keywords:
CAA,
immediate feedback, grading mechanisms, multiple-choice
questions, fill-in-the-blanks, technical problems.
Annotatsiya:
Tadqiqot universitetda talabalar bilimini baholashda kompyuter
yordamida baholashni o'tkazishning afzalliklari va muammolarini o'rganishga
qaratilgan. Tez rivojlanayotgan ta'lim landshaftida texnologiya integratsiyasi an'anaviy
o'qitish metodologiyasini o'zgartirdi. Muhim yutuqlardan biri bu o'quvchilarning
o'qishini baholash uchun raqamli vositalar bo'lgan kompyuter yordamida baholash
(KYB) ning paydo bo'lishidir. Maqolada til o‘rgatishda kompyuter yordamida baholash
samaradorligi o‘rganiladi, uning ta’lim natijalariga, talabalarning faolligiga va umumiy
ta’lim amaliyotiga ta’siri o‘rganiladi. Tadqiqot Qo‘qon universitetining
O‘zbekistondagi Andijon filialida bir qator chet tili darslarini kuzatish bilan
yakunlandi. Tadqiqot ushbu guruhlarda kompyuterda baholashga to'sqinlik qiladigan
ba'zi qiyinchiliklarni aniqladi. Bunday qiyinchiliklar texnik muammolar, kompyuter va
boshqa qurilmalarning yetishmasligi va talabalarning texnik bilimlarining
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yetishmasligi edi. Guruhda texnologiyani joriy etish bo’yicha va qiyinchiliklarning
sabablarini so'rash maqsadida darsni kuzatgan o'qituvchilarning ayrimlari bilan suhbat
o'tkazildi. Tadqiqot shuni ko'rsatdiki, qiyinchiliklarga qaramay, o'qituvchilar o'qitish
jarayonini yengillashtirish uchun texnologiyadan foydalanish bo'yicha ijobiy fikrga
ega.
Kalit so'zlar:
kompyuter yordamida baholash, tezkor fikr-mulohazalar,
baholash mexanizmlari, ko'p tanlovli savollar, bo'sh joylarni to'ldirish, texnik
muammolar.
Computer-Aided Assessment, or CAA system, is being explored in the context
of non-examination assessment approaches to teaching a foreign language in
universities and presents an alternative or a complement to traditional forms of
assessment therapy. Like with many other new technologies, CAA’s efficiency and
objectivity with regards to the technological benefits claimed for it are not adequately
supported with evidence regarding student learning outcomes. This study focuses on
the consequences of using CAA systems in a university setting on students’
performance and perceptions in language classes with the intention of exploring its
impact. We hope to contribute to understanding CAA’s effectiveness on language
learning and pertinent assessment in students’ learning.
Language assessment practices based on traditional methods with a paper test, at
best, and face-to-face interview, through multiple-choice questions administered
without substantial examiner insight, suffer a great deal from various limitations. These
problems include a drawn-out marking process, rater subjectivity, and narrow scope
assessment where all the skills—including speaking and listening—cannot be
captured. With CAA comes a technological solution to the marking machine problems
through automated marking and objective scoring of certain tasks, as well as more
flexible assessment approaches. Aside from CAA presentation as a solutions basket,
there lies the potential problem of authenticity, technical problems, and the scope of
pedagogical design required for CAA tasks. This study addresses these concerns by
examining the real-world application and impact of CAA in a specific university
setting.
The main purpose of this research is to evaluate the effectiveness of CAA in
improving student performance on language proficiency tests compared to traditional
assessment methods and investigate student perceptions and attitudes towards CAA in
language learning. As well, identify factors that contribute to the success or failure of
CAA implementation in a university language program.
Douglas Chalmers and Dr. W. D. M. McAusland state that, “computer-assisted
assessment (CAA) is concerned with the use of computers for the assessment of
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students progress.” Chalmers goes on to explain that, “the assessment may take one of
two forms: there may be a printed paper test where students indicate their answers
which are then automatically processed by an optical mark reader, or students may
enter their answers directly into a computer terminal”[1]. There are numerous
arguments that can be put forward regarding the significance of computer-assisted
assessment in considering tests, including serving the students through formative
assessments, grading students through summative assessments, conducting regular
evaluations, and monitoring the effectiveness of the current teaching and learning
strategies. In the words of Ruslan Suvorov and Volker Hegelheimer, “computer-
assisted language testing is an assessment category dealing with technology and
computer application in the construction, administration, scoring, prompting, and
evaluation of performance in a second language test.”[2]
Unlike the traditional classroom, the computer-assisted classroom context allows
innovation when assessing students’ language proficiency skills. As Bahari states, the
following assessment types are applicable within the context of computer-assisted
language learning:
Game-based assessment: This assessment involves an assessment in motion using in-
game activities. Using game-based assessment enables us to draw conclusions about
certain skills.
The computer-assisted diagnostic assessment offers the tester adequate time
within the test session to be provided with feedback while the items are still fresh. [3]
Peer assessment engages learners by enabling them to assess and give feedback on the
competence, participation, and performance of peers. Peer assessment is of value to the
learner as well as the peer, thus promoting the use of constructive feedback during the
learning process [4].
Involvement of learners in decision making regarding the assessment of their
competence, participation and performance results to self-assessment. Self-assessment
facilitates the relationship between the teacher and learner by allowing the teacher to
control the learning process through the feedback given by the learner [5]. In this
regard, self-assessment helps the learners to understand the conditions and criteria that
must be fulfilled to demonstrate competent mastery of some aspects of language.
This research will utilize key theories related to assessment and the integration
of technology in education. It will particularly focus on formative assessment, which
involves using assessment data to guide teaching and support student learning, and the
Technology Acceptance Model (TAM), which explores what influences individuals to
accept and use new technologies. These theoretical foundations will help interpret data
on student achievement and perceptions of computer-assisted assessment (CAA). The
use of CAA in language learning also reflects major educational theories. According to
constructivism, learners build knowledge through experience and interaction, which
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CAA supports through dynamic and engaging assessments. Furthermore, behaviorist
theory, which highlights the role of reinforcement in learning, is evident in CAA’s
immediate feedback that encourages correct answers and helps address learning gaps.
This study adopts a mixed-methods approach, integrating both quantitative and
qualitative research methods. On the quantitative side, the researcher compares the
academic performance of two groups of KUAF university students: one evaluated
through Computer-Aided Assessment (CAA) and the other through traditional
assessment techniques. Statistical analysis will be used to identify any significant
differences between the two groups. For the qualitative part, interviews are conducted
with university instructors to gain deeper insights into their experiences with CAA. For
instance, semi-structured interviews explore how CAA tools have influenced their
teaching practices and reveal various challenges. By combining these two methods, the
research aims to provide a well-rounded and detailed understanding of CAA. The
qualitative component also includes student surveys and focus groups to capture their
views and experiences with CAA, enriching the analysis of its effects on both teaching
Implementing an effective CAA system in classrooms can offer numerous
advantages. One of the main benefits is the ability to evaluate a wide range of topics
efficiently, significantly reducing the time instructors spend on grading. Unlike
traditional methods where assessments are evaluated after a fixed period, CAA
streamlines this process and saves both time and resources. It also enables more
frequent assessments, allowing teachers to monitor student progress more regularly and
provide timely support. Tools like Google Forms can be especially useful when other
learning platforms are unavailable.
For students, CAA offers the advantage of immediate feedback following
formative assessments promoting self-paced learning and helping them track their own
progress. Additionally, this method may positively shift students’ perceptions of
assessment, potentially enhancing their learning outcomes as they engage more
meaningfully with external feedback. According to G. Brown, J. Bull, and M.
Pendlebury, effective feedback should be clear, timely, specific, and actionable to
foster improvement. Moreover, using CAA with larger student groups helps save time
and reduces printing costs, especially when updates are made to the assessments.
Automated statistical analysis also speeds up the evaluation process. Integration with
existing university management and information systems further enhances efficiency.
Despite its advantages, CAA comes with certain limitations. Developing high-
quality objective tests requires trained staff and a significant initial time investment.
Poorly designed questions may result in surface-level learning. Although it's possible
to assess higher-order thinking through CAA, doing so demands more time and careful
planning to ensure quality.
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Another challenge is the limited availability of computer labs, particularly in
rural or under-resourced areas. Power outages and internet disruptions can also
interrupt assessments, causing additional stress. Students accustomed to traditional
paper-based exams may feel anxious or uncomfortable with computer-based formats.
Douglas Chalmers advises having backup machines available during CAA sessions
under exam conditions. If a student’s computer crashes within 15 minutes, they should
be moved to a spare device. If the issue persists beyond that, offering a paper version
of the assessment is recommended.
In conclusion, the influence of computer-based assessment is a key topic in the
21st-century digital era. This is due to the ongoing shift toward digital systems in
education, mirroring trends in other sectors. For instance, platforms like Hemis are
used in higher education institutions for managing academic records, while
Kundalik.com is widely used in secondary schools. The implementation of computer-
aided assessments enhances educational outcomes and offers significant advantages.
As such, computer-based assessment is viewed as a promising direction for the future
of education. As previously discussed, the research draws on relevant theories related
to assessment and the integration of technology in education, particularly focusing on
formative and summative approaches that use assessment data to guide instruction and
support student learning.
References
1.
Douglas Chalmers. Computer-Assisted Assessment. – Caledonian University
press: Glasgow, 2004. – 2-9 p.
2.
Ruslan Suvorov, Volker Hegelheimer. Computer-assisted Language Teaching.
– Western University Press: Cambridge, 2024. – 637-641 p.
3.
Akbar Bahari. Computer-assisted language proficiency assessment tools and
strategies // Open Learning: The Journal of Open, Distance and e-Learning,
35(4), – Oxford, 2020. – 3-5 p.
4.
G. Brown, J. Bul. Using Computers in Assessment. – Routledge: London, 1997.
– 20-21 p.
5.
G. Conole, B. Warburton. A review of computer-assisted assessment //
Assessment and Evaluation in Higher Education 13(1) , – United States, 2005.
– 19-22 p.
