There is something reassuring for university administrators and decision-makers in using the results of large-scale tests. They seldom worry about their contextual appropriateness, or about their cost, or even enquire about their quality. The large reach of the test in their minds ensures its reputation. As to costs? Well, the argument goes, if students wish to undertake studies at this university, they must be prepared to pay for that privilege.
But do institutions of higher education get what they want from large-scale commercial tests, some of which have a global reach? Do they find enough diagnostic information in them, for example, to help them devise focussed language courses that would overcome the problems identified? Continue reading →
What influence does the institutional, social or political landscape have on the way in which we test a person’s ability to handle academic language? And how should one go about it? What impact should the tests have on language planning, instruction, and development?
These and other challenges will be thoroughly discussed by a team of experts on July 4, at the 40th Language Testing Research Colloquium (LTRC 2018).
The Code of Ethics of the International Language Testing Association (ILTA) is a guide to language testers of how they should conduct their business in ways that are caring and compassionate, and at the same time deliberate and professional. It is complemented by locally formulated Codes of Practice. The Code of Ethics is already available in eleven languages.
A team of South African translators, Sanet Steyn and Gini Keyser, tasked by the Network of Expertise in Language Assessment (NExLA), did the initial translation of the Code of Ethics into Afrikaans. Then Colleen du Plessis, Albert Weideman, and language policy specialist Theo du Plessis produced a further two drafts. The fourth draft of the Code is now being presented to the language testing community at large, and has been placed on the NExLA website for comment. Continue reading →
Returning to the still unresolved issue of how best to conceptualize test validation and validity, I attempt to answer this question in a special issue of Language & Communication that commemorates the work of the late Alan Davies. In particular, I argue that responsible test design encompasses ethicality and accountability, and is a conceptually clearer way of thinking about the quality of a language test.
Elsevier, the publisher of the journal, has generously, though for a limited period, provided unlimited access to the article that I contributed to this commemorative issue. The final published version of the article, “Does responsibility encompass ethicality and accountability in language test design?” is available until 17 December to anyone who clicks on the following link: https://authors.elsevier.com/a/1Vy-wzlItpy~5. No sign up, registration or fees are required – you can simply click and read.
First, that it’s time for language test developers in South Africa to begin to evaluate the ethicality of their assessment practices with reference to international codes, and second, to consider what local and contextual conditions might further shape our design work.
Does the South African language testing community need a Code of Ethics? That need has just been brought into focus again by an invitation from Tineke Brunfaut, coordinator of a project of the International Language Testing Association (ILTA; http://www.iltaonline.com/) aiming to have the ILTA Code of ethics translated into more languages, to translate it into Afrikaans. Continue reading →
Is a theory of applied linguistics desirable? And if so, is it possible? My new book, Responsible design in applied linguistics: theory and practice (2017; Springer) proceeds from the thesis that applied linguistics needs a theoretical foundation. It is indeed possible to delineate its work (and specifically distinguish it from linguistics). Providing it with a theoretical foundation might additionally yield new insight into the principles that underlie applied linguistic designs. Those designs we encounter as the interventions that we call language courses, language tests and language policies. Continue reading →