Abstract
Validity and validation are common in large-scale language testing. These topics are fundamental because they help stakeholders in testing systems make accurate interpretations of individuals’ language ability and related ensuing decisions. However, there is limited information on validity and validation for classroom language testing, for which interpretations and decisions based on curriculum objectives are paramount, too. In this reflection article, I provide a critical account of these two issues as they are applied in large-scale testing. Next, I use this background to discuss and provide possible applications for classroom language education through a proposed approach for validating classroom language tests. The approach comprises the analyses of curriculum objectives, design of test specifications, analysis of test items, professional design of instruments, statistical calculations, cognitive validation and consequential analyses. I close the article with implications and recommendations for such endeavours and highlight why they are fundamental for high-quality language testing systems in classroom contexts.
Publisher
Universidad Distrital Francisco Jose de Caldas
Reference44 articles.
1. Alderson, C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge University Press.
2. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for educational and psychological testing. American Psychological Association.
3. Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge University Press.
4. Bachman, L. F. (2005). Building and supporting a case for test use. Language Assessment Quarterly, 2(1), 1-34. https://doi.org/10.1207/s15434311laq0201_1
5. Bachman, L. F., & Damböck, B. (2018). Language assessment for classroom teachers. Oxford University Press.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献