Blurb:

Technology offers unique features for integrating assessment of and for language learning in online instructional environments. This chapter focuses on validating the diagnostic uses of a web-based rating platform called R-PLAT, which captures multiple aspects of language performance that can serve as diagnostic evidence needed to inform transitioning from a face-to-face speaking course to a more individual ability tailored online mode. Empirical evidence obtained from quantitative and qualitative data supports the judgmental assumption that the diagnostic descriptors recorded via R-PLAT are indicative of target speaking ability levels used for placement into proficiency-based levels of the course. Overall, this work presents an example of how theoretically-grounded evaluation frameworks can serve to overarch the validation of the uses of computer-based assessment tools for the purpose of shaping a strong learner fit quality for online language teaching.