DIGITAL TRANSFORMATION IN ENGLISH LANGUAGE ASSESSMENT: ENSURING FAIRNESS, FEEDBACK, AND FUTURE LEARNING
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The rapid digital transformation of education has greatly influenced the principles and practices of English language assessment. Traditional evaluation methods - often criticized for subjectivity and narrow range - are being ever more substituted by technology-based methods that offer higher fairness, objectivity, and responsiveness. This article discusses how computer-based tools and platforms can facilitate fairer and formative evaluation procedures in English Language Teaching (ELT). Drawing on studies in language assessment [Brown, 2004; Fulcher & Davidson, 2007] and technology-mediated testing [Sadeghi & Douglas, 2023], the discussion outlines prominent dimensions of fairness in online environments, such as distributive, procedural, and interactional justice [Azizi, 2022]. It also discusses the prospects of automated feedback systems, data analytics, and e-rubrics for enhancing transparency and learner engagement. The article adopts a qualitative and analytical methodology based on a review of contemporary research and theoretical frameworks such as the Common European Framework of Reference for Languages [Council of Europe, 2001]. The conclusion is that, where ethically and inclusively used, technology can transform assessment from a summative act of measurement into an ongoing process of learning and reflection. The study concludes with recommendations for the integration of digital assessment practices that uphold fairness, feedback, and sustainable learning outcomes.
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