Foreword by Paula Winke
Section I: Theoretical and Methodological Concerns in Online L2 Assessment
Chapter 1: Technology in language assessment: An overview
Karim Sadeghi
Chapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model
Tony Clark, Martine Holland, and Richard Spiby
Chapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions
Emma Bruce and Helena Stakounis
Chapter 4: Language testing and assessment in COVID-19 pandemic crisis
Hossein Farhady
Chapter 5: Argument-based validation in the time of the COVID-19 pandemic
Erik Voss
Chapter 6: Assessment without borders: Modernising placement tests for diverse contexts
Mahmoud Amer and Maria J. Cabrera-Puche
Section II: Reactions to L2 E-Assessment During the Covid-19 Pandemic
Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution
Martin East, Deborah Walker-Morrison, and Viviane Lelievre-Lopes
Chapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students'' perceptions
Isabel Balteiro
Chapter 9: Assessing university students'' writing development and performance during remote instruction
Bahiyyih Hardacre
Chapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic
Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim Ranalli
Chapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic
Maria Luisa Carrio-Pastor
Section III: Managing L2 Assessment at the Time of the Crisis: The Way Forward
Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic
Ricky Lam
Chapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence
Shishi Zhang and Talia Isaacs
Chapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts
Ana Maria Ducasse
Chapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic
Akiko Imamura, Catherine Ryu, and Mariko Kawaguchi
Chapter 16: Conclusion: Lesson learned and lessons not learned
Karim Sadeghi
