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Construct in assessments of spoken language
Susy Macqueen2022, Handbook of language assessment across modalities
Language assessment constructs conjoin two complex, dynamic phenomena: (1) collective patterns of language use and (2) individual, language ability. Assessment constructs emerge from “spheres of activity” across multiple, overlapping dimensions, denoted in this chapter as theoretical, operationalized, stated and perceived constructs. While theoretical constructs are assumptions about what causes differences in scores, the operationalised construct is what actually emerges in the interaction between the assessee and the assessment infrastructure. Stated constructs are descriptions of what the assessment claims to assess and perceived constructs are the ways these statements are interpreted. Interrogating the congruence of these dimensions has the potential to provide a holistic view of the development, experience, use and impact of assessment constructs across diverse stakeholder worlds.
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Designing Language Assessments in Context: Theoretical, Technical, and Institutional Considerations
HOW Journal, 2019
The purpose of this article of reflection is to raise awareness of how poor design of language assessments may have detrimental effects, if crucial qualities and technicalities of test design are not met. The article first discusses these central qualities for useful language assessments. Then, guidelines for creating listening assessments, as an example, are presented to illustrate the level of complexity in test design and to offer a point of reference to evaluate a sample assessment. Finally, the article presents a discussion on how institutional school policies in Colombia can influence language assessment. The article concludes by highlighting how language assessments should respond to theoretical, technical, and contextual guidelines for them to be useful. Keywords: language testing, language assessment literacy, qualities in language testing, test design.
Sekar, J.J. 2016. What do Stakeholders Think about Language Assessment? IJELLS, 5(3): 75-79. Impact Factor 1.021
Assessment is an integral, critical element in language education. It is a product of reflection, instruction, and innovation. It is supposed to provide valid, reliable, and relevant information about learners' progress. It ought to be used to inform course evaluation and instructional design with the view to meeting the needs of language learners and facilitators who serve the former. Assessment comes out of testing. It should be a learning experience for both learners and teachers. In the present scenario, teachers' and learners' attitude toward testing and assessment is material rather than ideal. Besides, the attitudes of parents and administrators can also positively influence language assessment of learners by teachers. The present paper purports to quantify their attitudes toward what they think language assessment and tests are about.
Current Issues in Language Assessment and Language Assessment Research and its Implication
2019
Language is a very abstract phenomenon and that abstract nature of language makes it more complex. As we know that how much the thing will be abstract that much it will be complex for measurement so language is also abstract that is why it is complex for measurement. There are several issues which are faced in this broad field of language assessment. While highlighting all the challenges that were faced in the broad area of language assessment in the 21 st century, we know that many of these challenges are persisted since early years. As this field is becoming more advanced and more researches are being conducted in this field new challenges are also emerging in this field of language assessment, we are facing challenges in the educational, economic and social context of the 21 st century, it makes us sure that this field can be more vibrant and exciting for this who truly wants to work on it. We know that so many researches are conducted in this field and have addressed multiple numbers of issues and is also addressing the issues but still there are gaps and some questions which are waiting for to be answered by someone. Such as, the ability of language is of which nature? How can we be assured of the interpretations of those who are taking tests? To what degree we can assure the validity of assessment held for the specific purpose? Some new challenge have also aroused I this vast field of language assessment form increased universal demand for those people who possess a very good levels in language ability. These demands have two parts, one is the large number of those students whose first language is not used as their medium of instruction and they need to learn the standard or official language to become a functioning and beneficial members of their society, second part is globalization and emerging demands for those employees who can make themselves functioning in bilingual or multilingual workplaces. There is also one emerging demand in this field which is accountability of the language teachers in language teaching along with the increasing demand from the high level users of language. Government, from local schools to school districts to state and nation, is in need of such educational institutions and such teachers which should make themselves accountable for the levels of language ability attained by learners of languages, about the resources which are given to them of the money, time, space and human as well. And that government should demand from universities, colleges and schools to produce such employees whose language ability is polished and sufficient for them to perform their duties in bilingual or multilingual workplaces. Such demands of accountability will bolster the normal interest of teachers and schools and will provide the students with such instructions which will be in according and beneficial for boosting the learning of their students. In all such situations, the tools for collecting information that will inform us about decisions both accountability decisions and instructional decisions are language assessments. The increasing number of the language learners in schools is creating great challenges in high stake accountability assessment as well as for classroom language assessment. The challenge in classroom language assessment is that how we will practically use or apply the knowledge that we have learned. For that firstly, we will have to develop such kind of assessments which will fulfill the purposes of instruction and learning. Secondly we will have to train all the teachers who are teaching in language learning classrooms. While the challenge for
Language assessment: Lessons learnt from the existing literature
International Journal of Language Studies , 2020
Language testing has witnessed three major trends in the 1990s: theoretical, methodological, and analytical. Theoretically, emphasis has been placed on the further understanding of the construct of language proficiency. Methodologically, there has been an outburst of interest in language performance testing and the promotion of the professional standards of test development and use. Analytically, emphasis has been placed on the implementation of Item Response Theory (IRT), G-theory, and the understanding of the multiple sources of variance in test performance. After a review of these trends, the current paper presents a complete picture of language assessment from an Archimedean point. It argues that language assessment, seen from such a point, has four intertwined but self-informed pillars: construct issues, psychometrics, edumetrics, and construct-irrelevant factors.
Limited aspects of reality: Frames of reference in language assessment
International Journal of English Studies, 2013
Language testers and educational measurement practitioners operate within two frames of reference: norm-referenced (NRT) and criterion-referenced testing (CRT). The former underpins the world of large-scale standardized testing that prioritizes variability and comparison. The latter supports substantive score meaning in formative and domain specific assessment. It has recently been claimed that the criterion-referenced enterprise is all but dead; its one legacy being the way in which test results are communicated (Davidson, 2012, p. 198). In this article, we argue that the announcement of the demise of CRT is premature. But we acknowledge that what for the most part passes as CRT is in fact not criterion-referenced, and is based upon a corruption of the original meaning of “criterion” as domain-specific performance. This distortion took place when NRT co-opted the term “standard” to serve as a rationale for the measurement enterprise of establishing cut-scores to retrofit NR tests with meaning derived from external scales. We argue that this is not CRT, and the true heirs of the CRT movement in applied linguistics are researchers who base test design in the careful analysis of construct and content in domain specific communication.
[2019] Degrees of adequacy: the disclosure of levels of validity in language assessment
Koers, 2019
The conceptualization of validity remains contested in educational assessment in general, and in language assessment in particular. Validation and validity are the subjective and objective sides of the process of building a systematic argument for the adequacy of tests. Currently, validation is conceptualized as being dependent on the validity of the interpretation of the results of the instrument. Yet when a test yields a score, that is a first indication of its adequacy or validity. As the history of validity theory shows, adequacy is further disclosed with reference to the theoretical defensibility ("construct validity") of a language test. That analogical analytical disclosure of validity is taken further in the lingually analogical question of whether the test scores are interpretable, and meaningful. This paper will illustrate these various degrees of adequacy with reference mainly to empirical analyses of a number of tests of academic literacy, from preschool level tests of emergent literacy, to measurements of postgraduate students' ability to cope with the language demands of their study. Further disclosures of language test design will be dealt with more comprehensively in a follow-up paper. Both papers present an analysis of how such disclosures relate to a theoretical framework for responsible test design.
Degrees of adequacy: the disclosure of levels of validity in language assessment
Koers - Bulletin for Christian Scholarship
The conceptualization of validity remains contested in educational assessment in general, and in language assessment in particular. Validation and validity are the subjective and objective sides of the process of building a systematic argument for the adequacy of tests. Currently, validation is conceptualized as being dependent on the validity of the interpretation of the results of the instrument. Yet when a test yields a score, that is a first indication of its adequacy, or validity. As the history of validity theory shows, adequacy is further disclosed with reference to the theoretical defensibility (“construct validity”) of a language test. That analogical analytical disclosure of validity is taken further in the lingually analogical question of whether the test scores are interpretable, and meaningful. This paper will illustrate these various degrees of adequacy with reference mainly to empirical analyses of a number of tests of academic literacy, from pre-school level tests of...
Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy
HOW Journal, 2019
This study reports the contextual Language Assessment Literacy (LAL) of five Colombian English language teachers. Two semi-structured interviews and reflective journals were used for data collection. The findings show that the teachers used varied traditional and alternative assessment instruments, assessed language and non-language constructs, used assessment information to improve teaching and learning, evaluated assessment results, and engaged students in quantitative peer assessment. As for beliefs, data show that students’ success and failure in assessment were connected to past experiences, and that assessment was appropriate given a number of features. Participants’ answers about LAL show a complex and multifaceted construct. Taken together, the findings serve as baseline data to further professional development in language assessment.
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