Abstract
The pandemic COVID-19 has posed unique challenges to the educational landscape worldwide (Chung, & Choi, 2021) including language assessment. It has forced many language educators and language assessment specialists to rethink their approach to assessment and explore new ways of evaluating language proficiency resulting in innovation in language assessment territory (Ockey, 2021). While there is available literature (Chapelle & Douglas, 2006; Winke & Isbell, 2017) on the planned use of technology for assessing language proficiency in technologically rich contexts, little is known about online language assessment at the time of the COVID-19 pandemic. Therefore, the book Technology-assisted language assessment in diverse contexts: lessons from the transition to online testing during covid-19 is an epochal contribution offering a detailed overview of technology-assisted language assessment in various contexts, with a particular focus on the transition to online testing during the COVID-19. The book has 3 sections with 16 sub-sections.
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