Introduction

In recent years, traditional learning theories have given way to the constructivist approach to  learning. Unlike traditional learning which was largely interested in the ‘product of learning’ (Bultler-Pascoe & Wiburg, 2003), constructivist theories emphasize the importance of considering the affective, social, and cultural factors which influence learners as well as each learner’s cognitive processing capabilities. Instead of teaching language in isolation – as in traditional learning – it is now believed it should be taught in a way which ensures learners can produce language and interact in the L2 in a meaningful way, not just reproduce memorized language patterns out of context.

Recent surveys suggest that the use of standardized tests is increasing (Bultler-Pascoe & Wiburg, 2003), which is an issue of great concern for many educators who believe that such a form of assessment – based on traditional learning – is not reflective of the changed in the way learning is now viewed and approached (in a constructivist way). In other words, learning/teaching has evolved, and so, ways of assessing language proficiency should evolve as well. Standardized testing is considered to be outdated because it does not assess whether a learner can apply their knowledge in real-life settings, but that they can memorize and reproduce isolated linguistic information. Since teaching has changed, curriculums are not longer reflective of the instruction students are given. //Alternative/Authentic/performance-based assessment//, are new terms which are generating a lot of debate. Though a single name has not yet been agreed on they all essentially refer to the same thing: assessment which tests learners real-life language proficiency by having them produce (generate) rather than choose responses.

Constructivist theories suggest that successful learning must be accompanied by relevant assessment methods. In the last 10 years, many educators have followed The Nintendo Principle (Bultler-Pascoe & Wiburg, 2003), which states that rather than assessment being an afterthought to learning, it must be built into it. Therefore, students should be exposed to activities which continually assess their progress, and provide them with constructive feedback. CALL technologies allow learning and assessment to occur alongside each other. Technologies provide equal opportunities, as they are accessible to all, and so do not violate the //equality principle// (Bultler-Pascoe & Wiburg, 2003) as standardized tests often do. Furthermore, recourses and audiences are varied and abundant and programs are versatile and able to detect and analyse countless variables. The use of technology helps to promote alternative approaches to assessment. Computer-based learning environments support project-based and product-based learning. According to Bultler-Pascoe and Wiburg (2003) “ It is easier, with the use of technology, to developed products that demonstrate what students have learned and then to develop related rubrics” ( Bultler-Pascoe & Wiburg, 2003), or related means of assessment in order to evaluate the students. With the use of web technologies it is easier to store information related to student learning in electronic form, such as ex. student’s portfolios, email, or Web pages created by students, “One can then access, manipulate, communicate, and evaluate the stored information” (Pascoe & Wiburg, 2003).

In the following sections, we will review three online tests TOEFL, TOEIC and Quick Placement Test, and consider whether these are traditional or alternative methods of assessment.