LANGUAGE IN INDIA

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Volume 26:5 May 2026
ISSN 1930-2940

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Applicability of Virtual Language Learning and its Assessment

Dr. Sonali Mahanta

Abstract

Online teaching has taken leaps during COVID-19 pandemic. The inevitability is apparent and here to stay with us, whether the Virus chooses to stay! The author believes that the core principles of the pedagogical procedures and assessment would still apply to online teaching with some minor variations. Apart from the virtual instruction and assessment, which has been imparted institutionally, the other available sources also need to be utilized well to reap the maximum benefit of language learning and applications. This paper looks into the surface validity and reliability of online assessment through certain attributes such as structural formations and functional specifications. Moreover, the paper aims at focusing on two objectives. Firstly, how the online language learning sites are conducting the language assessment virtually and secondly, whether the assessment websites follow an inclusive mechanism for assessing learning.

Keywords: Online Language Pedagogy, Virtual Assessment, Online Test, Learner's Achievement, Feedback

Introduction

Assessment is a key component in learning, which systematically collects and analyses information regarding a student's learning improvement (Stassen et al., 2001). This pedagogic tool helps in knowing a learner regarding the current achievement level and ultimately functions as a motivating factor for improving learning as well as chasing higher academic or nonacademic goals in life. The basic definition and implication of assessment hardly makes any difference between offline and online mode. If the medium difference of online and offline is removed, then assessment can be explained with the same parameters. However, there are numerous explanations available for the shape and scope of assessment. Primarily, assessment in educational context is defined as developing a deep understanding about a leaner's achievement level from multiple sources (Suskie, 2004). She further elaborated that assessment is all about evaluation and improvement of a learner. COE 1 (2020) has suggested two functions for conduction of an assessment, such as measuring a learners' proficiency without referring to a language course, or to measure the extent of a learner's goal achievement in a particular programme of learning. However, it can be said that assessment aims at improvement of learning process as well as product.

Assessment is an important element in the pedagogical cycle, with other co-constructs like instructional method/procedure, teacher's deliberation as well as learner's participation. Pedagogical cycles are controlled and regulated by teacher as well as learner. They contribute not only to the dynamic classroom activities and processes but also regulates the generation of learning outcomes. The first construct of the pedagogical cycle is controlled and regulated by teacher; the second construct records the learner’s activity. Moreover, both teacher and learner have predetermined roles in the whole course of action of assessment. Both the teacher as well as learner seek their respective benefits. Assessment guides a teacher in determining the future course of action. If a learner performs well than the teacher might continue with the methods that he/she followed before but if the performance is poor than the teacher will do necessary changes to the method used before. Hence, assessment is the core principle that regulates the pedagogical process to the maximum extent. This pedagogical cycle can further be premeditated, when we start creating instructional material for our learners, evaluation automatically follows. The instructional process initiates with certain set goals. Thereafter, assessment portrays the role for determining whether the goals of education are being met. The following diagram shows the cyclic process of the three segments, with bidirectional operations.

Assessment has differential effect on various domains such as grades, advancement, instructional needs, placement and curriculum. If the whole concept of assessment will be dealt in relation to online context, then also not much difference will be noticed. An online assessment also operates in the same manner as an offline test does. It evaluates a person's qualities added with abilities. According to Smith, & Johnson (2019) "Online assessments refer to the use of computer-based tests to measure an individual's cognitive abilities, behavioral tendencies, and personal characteristics." Computer does play a significant role in conducting any online test. Moreover, the digitized assessment has been conducted over the Internet by using available web technologies.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Sonali Mahanta
Assistant Professor
PG Department of English, MPC Autonomous College
Takhatpur, Baripada
sonalirw2022@gmail.com

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