Do Our Test Scores Mean What We Think?

Abstract

This chapter showcases research initiatives on the validation of English language assessments used in the Canadian public sphere. Canadian-based assessment developers and researchers have created a rich literature documenting language assessment validation practices in different contexts. The authors first explain the purpose of assessment validation and several contemporary frameworks used for this purpose. They then describe assessments across the lifespan, for both English as a first language (L1) and second or additional language (L2). The authors conclude by describing a small-scale qualitative validation study of an English for academic purposes (EAP) listening assessment, highlighting emergent findings related to audio-visual input and test-taker's cognitive processing, as well as construct appropriateness and authenticity.