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All Journal TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab
Muhammad Rizky Setiawan
Universitas Darussalam Gontor, Indonesia
Education Languange, Linguistic, Communication & Media

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Rethinking Language Assessment In The Digital Age:: From Measurement To Meaning Through Assessment Of, For, And As Learning Mega Putri Anjani; Muhammad Rizky Setiawan
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.1111

Abstract

The rapid advancement of digital technologies has transformed language assessment through online testing, automated scoring, and AI-based feedback. However, existing literature overwhelmingly prioritizes technical efficiency and measurement accuracy, leaving a critical research gap regarding the underlying pedagogical and philosophical purposes of digital evaluation. To address this, this study focuses on re-evaluating the conceptual foundations of digital language assessment through the tripartite framework of Assessment of Learning (AoL), Assessment for Learning (AfL), and Assessment as Learning (AaL). The objective of this paper is to examine how digitalization reshapes the aims of assessment and address the central problem of whether digital environments privilege certain assessment functions over others. Grounded in contemporary assessment theory (AoL, AfL, AaL), this qualitative conceptual review argues that current digital practices heavily privilege AoL (focusing on standardization and accountability), while reducing AfL to procedural feedback and largely marginalizing AaL, which requires metacognitive reflection and learner agency. The study concludes that without a clear philosophical orientation, technology-driven evaluation risks reducing education to mere automated measurement. Crucially, this paper offers a theoretical contribution by bridging technological innovation with assessment philosophy, providing a framework to align digital language assessment with holistic learner development and educational equity.
Co-Authors Mega Putri Anjani