Bennett, a measurement researcher and an enthusiastic advocate of technology, writes about the transformative impact of technology on large-scale educational assessment:

The seeds for Bennett's enthusiasm about the transformative power of technology for assessment were planted much earlier, and many of these ideas have been hinted at by researchers in educational measurement for years (e.g., Bejar, 1985; Cole, 1993; Bejar & Braun, 1994). Although Bennett and other enthusiasts typically do not refer specifically to second language tests, they regularly include writing tests in their discussions. In reading these predictions, second language teachers, test developers, and researchers cannot help but consider whether or not our assessments are part of the revolution in assessment, and if so whether or not this revolution has happened, is in progress, or is yet to come.

In this chapter we will suggest that in second language assessment, despite the significant changes and advances made through the use of technology, the revolution portrayed by Bennett has not yet occurred.

Although automated scoring and computer-assisted test delivery are realities, we were unable to show evidence for performance assessment made practical through widespread use of simulation, authentic item generation, or significant changes in testing purposes through technology.