‘At home’ or away?

“As remote English language testing becomes more widespread for high-stakes purposes, is it time to stop and ask: how can it be delivered in a way that is fit for purpose? In a recent letter to the Financial Times , I highlighted two high-profile cases that have brought remote testing firmly into the public eye. One was the Association of Chartered Certified Accountants’ decision to scrap remote exams due to security concerns. The other is the UK Home Office’s move in the opposite direction. For me it’s about having the right test for the right situation. Remote testing certainly has its uses. Indeed, Cambridge offers some forms of remote assessment. But when the stakes are high – for instance, when testing will be used for immigration – standards of test integrity must be equally high. It is critical, then, that the assessment meets the right conditions to ensure it is valid, secure and fair. But what are these conditions? Testing what matters Our new paper Remotely Delivered Language Assessment: What Makes It Fit for Purpose? has some answers. It is published at a time when there is increased pressure to find faster and cheaper testing solutions – making it critical that we take an evidenced-based approach and not make decisions based purely on convenience. Our report sets out six key principles for what “fit for purpose” remote testing should look like, and it can be used as a guide for policymakers, regulators and test providers. At the heart of the report’s advice is an emphasis on maintaining human involvement throughout the entire testing process. The authors explain the many ways in which technology can support assessment, such as delivery and monitoring of tests, but make clear that it cannot replace human judgement altogether. The report also highlights the importance of what they call: “Testing what matters”. It explains how it’s critical to ensure that tests and tasks are carefully aligned with the language skills being evaluated – this all starts at the outset at test design stage. The paper also addresses some of the challenges around security of remote assessments. It highlights several serious risks associated with fully remote testing, including impersonation, unauthorised assistance, item harvesting and identity spoofing. It also covers emerging threats such as deepfake technology, and the use of hidden connected devices. To overcome these challenges, the report calls for robust identity checks, effective monitoring and clear protections against malpractice, with appropriate remote proctoring oversight. This is where humans play a key role. While technologies such as AI flagging, biometric checks and lockdown browsers can help mitigate some of the risks identified in the report, no single solution is sufficient on its own. Instead, secure remote testing requires multiple layers of protection, ongoing monitoring and continuous adaptation as threats evolve. When the stakes are high … standards of test integrity must be equally high Working to high standards The report also highlights the importance of standardised test conditions. The authors explain that remotely delivered assessment sessions should follow consistent standards to ensure fairness for all test-takers. For example, as certain administrative aspects in remote settings fall outside the test provider’s direct control, specific measures, such as prioritising user-friendly platforms, must be implemented to maintain consistency across sessions. The importance of fair and inclusive participation is also addressed. It’s critical that test providers developing remote assessments accommodate differences in equipment, connectivity, digital confidence and environment to give all candidates a fair opportunity to demonstrate competence. Finally, the report calls for comparability across delivery modes – in other words, it emphasises the importance of continuously monitoring to ensure results from remote tests are equivalent to in-centre tests. Access and flexibility The paper’s authors recognise the benefits of remote testing. But they call for the need to take an evidence-led approach to adapting at-home testing for high-stakes, large-scale use. My colleague Dr Evelina Galaczi, director of research, at Cambridge University Press & Assessment sums this up nicely: “Remote testing has an important role to play in improving geographical access and flexibility. However, when test results determine high-stakes decisions, for example, visa outcomes, the bar for security must be exceptionally high”. What is the take-home message from Cambridge? Convenience must not come at the expense of security in remote testing. When remote testing is used, we need to have trust and confidence in its ability to test the right skills. Because when highstakes decisions are at play, trust in how language skills are assessed should always be the priority. Explore our latest research on remotely delivered language assessment and what makes it fit for purpose. About the author: Francesca Woodward is global managing director, English at Cambridge University Press & Assessment. The post ‘At home’ or away? appeared first on The PIE News .

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