How new technologies are reshaping standardised language testing

Cambridge English led the way on discussions around new technologies in testing at their first visit to the ICEF Digital conference in Berlin on 2 November. Bronagh Rolph , Head of Assessment for Cambridge’s Adult & HE multi-level test portfolio, participated in a panel discussion on the topic of ‘How new technologies are reshaping standardised language testing’. This allowed for an engaging discussion on the rapidly changing assessment landscape, and how Cambridge is helping to shape it. 

Standardised language tests play a crucial role in providing uniform measures of reading, writing, listening, and speaking abilities, ensuring fair comparisons among test-takers for academic admissions, professional certifications and other purposes. 

Navigating the changing assessment landscape  

AI technologies, including natural language processing and machine learning, are expected to revolutionise standardised language testing through increased speed and efficiency, by automating the evaluation of responses and providing instant feedback.  

While the potential benefits of AI are promising, concerns about bias, security, and privacy, as well as the need for human oversight, must be carefully considered. 

In the discussion Bronagh Rolph talked about how many higher education institutions find themselves locked in a familiar dilemma; they have a fear of using AI in the classroom, but at the same time, a desire to use it for the many benefits it can bring. 

She explained how the Cambridge approach to AI is based on four assessment principles which could give institutions confidence as they explore and evaluate digital and AI language testing options.  

The Cambridge approach: A people-first focus for AI 

The first, validity, means that any assessment must effectively test what it sets out to assess. Our products - such as Linguaskill, a fully online and on-demand English exam - are rigorously tested to ensure they accurately assess a candidate’s English language level. Both candidates and institutions can trust the results as a fair reflection of ability. 

Secondly, the assessment must be reliable, in that it produces consistent results every time. An example of this is where Cambridge has been able to effectively use AI to automark test results just as reliably as a human-marker, and efficiently return results in a short time period. Our automarker technology is trained to always deliver the same response and is trained on non-native English test takers to eliminate any biases. What’s more, we advocate a human-in-the-loop approach, which means that if anything unusual is detected during the marking process, it is sent to a human marker for review and their decision is feedback into the AI automarker to learn from. This is particularly effective in guarding against any malpractice. 

Practicality is the third factor and this is where learners will benefit the most from an improved exam experience. For example, computer-adaptive testing technology in exams like Linguaskill means that the level of difficulty increases and decreases as candidates answer questions correctly or incorrectly. This provides students with a motivating and highly personalised exam experience, warming them up to more challenging questions and making them feel at ease. It also means that institutions can use one test to assess mixed-ability classrooms, and will receive results almost as soon as the test has finished. 

The last principle, impact, is perhaps the most integral to the Cambridge approach, as it underlines our people-first focus. We always consider what the real-world benefits of our assessments will be, which means letting the assessment lead the AI capability, rather than the other way around. AI is a tool which can achieve many efficiencies, but considering the needs of learners and teachers comes first for us. 

We’re here for teachers and learners 

Language testing in the age of AI poses many benefits and opportunities for higher education teachers and institutions, as well as challenges and questions. As they explore the potential for new assessment technologies in the classroom, we will continue to support teachers and learners by keeping their needs at the heart of our language testing programme.  

Interested in learning more about the future of assessment? Check out last year’s report lead by DEFI (Digital Education Futures Initiative) and Cambridge University Press and Assessment   

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