This is an area of assessment that is developing all the time as new technologies are refined and adapted to the needs of the language curriculum. The term computer-aided assessment (CAA) can denote a range of activities, summarized by Atkinson (2002) as follows:

• interactive exercises on a computer;
• use of Web pages to set tasks and provide support for them;
• use of computers to complete coursework;
• on-screen marking of students' word-processed writing;
• use of e-mail to send and receive marks and feedback;
• use of a spreadsheet or database to keep a record of marks;
• use of plagiarism detection software.

The justification for the use of CAA is closely linked to the ideas discussed in section 13.1.3 on learning outcomes. If we are using elements of information and communications technology (ICT) in our teaching and one of our objectives is that students should demonstrate command of ICT-specific language skills, then in the interests of alignment of outcomes and assessment procedures, we ought to be using ICT to some extent in the latter. This is a further example of the need for content validity in our assessment (see section 13.1.4.1). Similarly, if computers are being used extensively on the course, eg for grammar practice activities or word processing of essays, and if they fail to feature in course assessment, there can be a negative washback on teaching and learning: students are less likely to pursue opportunities for supplementary computer-based work and tutors are less likely to feel the need to introduce ICT into the classroom (see section 13.1.4.5 on washback).

Owing to the logistical demands of employing CAA in summative assessment, which include the crucial ones of practicality and security, the main application of CAA for the foreseeable future is likely to be in formative assessment (see section 13.1.5). A major advantage of CAA for formative assessment is that feedback can be given immediately and, with the more sophisticated software, is accompanied by explanations of why certain choices are inappropriate. However, it is true that many CALL (computer assisted language learning) applications still fall well short of this type of 'intelligent' feedback as it is so time-consuming, and therefore expensive, to produce. (See section 13.5.2.1 on other uses of ICT for feedback.)

Atkinson (2002) summarizes typical exercises types which include:

• matching / pelmanism;
• multiple-choice;
• Cloze (see 14.5.1);
• sentence reordering / jumbled words;
• text reconstruction;
• true or false;
• crosswords;
• wordsearch;
• text entry quiz.

CAA is most likely to be helpful in assessing listening, reading, and knowledge of grammar. In typical listening and reading packages, multiple-choice comprehension questions will be accompanied by feedback on each of the responses, thus providing not just the correct answer but also valuable incidental learning opportunites. Longer reading texts are less suited to CAA owing to the difficulties for the student of processing large amounts of text on screen, and, similarly, discursive questions in both listening and reading that require more open-ended answers are not possible. Grammar is the area that is most highly developed in CAA with any number of exercises available on the Web and on commercial CDs in a wide range of languages. Some are frankly disappointing and, from the student perspective, no more motivating than traditional pen-and-pencil grammar tasks. Increasing numbers, however, feature the best aspects of feedback mentioned above and, when linked to coursework, can serve as a genuine motivator of students for whom formal grammar is a challenge.

An area of CAA in which huge advances have been made in recent years is that of diagnostic testing. The principal focus recently has been DIALANG, an EU-funded project that seeks to diagnose language competence in 14 EU languages, using online assessment in listening, reading, writing, structures and vocabulary, and making extensive use of both placement and self-assessment tests (DIALANG, 2002). A Pilot Tool and Pedagogical Pack can be downloaded from (http://www.dialang.org/english/pedapack). By way of feedback, the materials also provide advice on how learners can improve their competence to the next level in the Common European Framework levels of language proficiency (Council of Europe, 2001), ranging from A1 (Breakthrough), through A2, B1, B2, C1, to C2 (Mastery).