By Tim McNamara, Carsten Roever
Winner of the SAGE/ILTA Award for top ebook on Language trying out 2009This quantity makes a speciality of the social features of language checking out, together with overview of socially located language use and societal effects of language exams. The authors argue that conventional methods to making sure social equity in assessments cross a way to addressing social matters, yet a broader point of view is critical to check the capabilities of exams on a societal scale. Considers those concerns on the subject of language evaluation in oral talent interviews, and to the evaluate of moment language pragmatics.Argues that conventional methods to making sure social equity in checks move a way to addressing social matters, yet a broader viewpoint is important if we're to totally comprehend the social size of language overview.
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Extra resources for Language Testing: The Social Dimension
Kane thus distinguishes two types of inference (semantic inferences and policy inferences) and two related types of interpretation. Interpretations that only involve semantic inferences are called descriptive interpretations; interpretations involving policy inferences are called decision-based interpretations. That is, we might, on the one hand, evaluate the quality of interpretations of test scores (together with the inferences on which they are based) without reference to the context of the use of the test.
Previous standard language testing references, especially Lado (1961) and Davies (1977), had reflected the existing modeling of validity in terms of different types: criterion validity (concurrent/predictive), content validity, and construct validity. Following Messick, Bachman presented validity as a unitary concept, requiring evidence to support the inferences that we make on the basis of test scores. An example of the immediate relevance of Bachman’s presentation of Messick was his reminder (following Messick) of the limits of content-related validity evidence, important given that the European version of the communicative movement in language testing had stressed authenticity of test content—for example, in the British tradition of EAP testing, including the work of Weir on the Test of English for Academic Purposes (TEAP; Weir, 1983) and Alderson and others on the English Language Testing System (ELTS, the precursor to IELTS: Alderson, 1981).
In this way, language testing research has a chance to move beyond the limits of validity theory and make a proper contribution to the wider discussion of the general and specific functions of tests in contemporary society. 6 Conclusion In this chapter we have tried to set out the necessary theoretical foundation for the larger argument of the volume. We have considered the nature and main concerns of current validity theory—in particular, the influential model of Messick and its interpretation within both educational measurement and language testing.
Language Testing: The Social Dimension by Tim McNamara, Carsten Roever