Challenges in Language Testing Around the World

1. Front Matter

   Pages i-xxiii

   PDF

2. Introducing Challenges in Language Testing Around the World

   • Betty Lanteigne, Christine Coombe, James Dean Brown

   Pages 1-12

3. Learning from Language Test Interpretation Problems, Negative Effects, or Misuse

   1. Front Matter

      Pages 13-14

      PDF

   2. Problems Caused by Ignoring Descriptive Statistics in Language Testing

      • James Dean Brown

      Pages 15-24

   3. Disregarding Data Due Diligence Versus Checking and Communicating Parametric Statistical Testing Procedure Assumptions

      • Phillip B. Rowles

      Pages 25-34

   4. Washback of the Reformed College English Test Band 4 (CET-4) in English Learning and Teaching in China, and Possible Solutions

      • Feifei Han

      Pages 35-46

   5. Fairness in College Entrance Exams in Japan and the Planned Use of External Tests in English

      • Yuko Goto Butler, Masakazu Iino

      Pages 47-56

   6. (Mis)Use of High-Stakes Standardized Tests for Multiple Purposes in Canada? A Call for an Evidence-Based Approach to Language Testing and Realignment of Instruction

      • Li-Shih Huang

      Pages 57-66

   7. Testing in ESP: Approaches and Challenges in Aviation and Maritime English

      • Neil Bullock, Carolyn Westbrook

      Pages 67-77

   8. A Conceptual Framework on the Power of Language Tests as Social Practice

      • Tuçe Öztürk Karataş, Zuhal Okan

      Pages 79-97

   9. The Washback Effect of the Vietnam Six-Levels of Foreign Language Proficiency Framework (KNLNNVN): The Case of the English Proficiency Graduation Benchmark in Vietnam

      • Phương Hoa Đinh Thị, Handoyo Puji Widodo

      Pages 99-125

   10. Avoiding Scoring Malpractice: Supporting Reliable Scoring of Constructed-Response Items in High-Stakes Exams

       • Kristina Leitner, Benjamin Kremmel

       Pages 127-145

   11. Score Changes with Repetition of Paper Version(s) of the TOEFL in an Arab Gulf State: A Natural Experiment

       • Betty Lanteigne, Hana Sulieman

       Pages 147-165

4. Learning from Tests of World Languages

   1. Front Matter

      Pages 167-168

      PDF

   2. Whose English(es) Are We Assessing and by Whom?

      • Liying Cheng, Gwan-Hyeok Im, Rubaiyat Jabeen

      Pages 169-179

   3. Challenges in Developing Standardized Tests for Arabic Reading Comprehension for Secondary Education in the Netherlands

      • Anneke de Graaf

      Pages 181-189

   4. The Conflict and Consequences of Two Assessment Measures in Israel: Global PISA vs. the National MEITZAV

      • Ofra Inbar-Lourie, Elana Shohamy

      Pages 191-200

   5. How to Challenge Prejudice in Assessing the Productive Skills of Speakers of Closely Related Languages (the Case of Slovenia)

      • Ina Ferbežar, Petra Likar Stanovnik

      Pages 201-219

5. Learning from Program-Level Language Tests

   1. Front Matter

      Pages 221-222

      PDF

   2. EFL Placement Testing in Japan

      • James Carpenter, Sawako Matsugu

      Pages 223-232

This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results.

Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.

• Language Assessment Literacy
• Critical Language Testing
• Issues in Language Testing
• Test Development
• Test Administration
• Test Scoring
• Score Interpretation and Use
• Consequential Validity

​"In their introduction to Challenges in Language Testing Around the World, the editorial team (Betty Lanteigne, Christine Coombe, and James Dean Brown) “invite readers to enter this world of challenges encountered/ observed/investigated … so they too can benefit from examining the effects of these different issues and challenges.” I found the book to be a veritable treasure trove of information, innovative ideas and solutions to real world issues. The editors are all experienced authors in the field with one thing in common – they are all great communicators who write to be read by a broad audience. This philosophy is reflected in the 35 excellent chapters that do exactly what the book title claims. They offer the reader, for the first time, a global and accessible view of the real world of language testing with a combination of well described observations and empirically driven solutions.  In our recent book (Validity: Theoretical Development and Integrated Arguments) Micheline Chalhoub-Deville and myself, argue that communication of test-related issues should form one part of validation arguments. By implication, language assessment literacy should therefore be seen as a crucial element of validation, since it facilitates true communication between stakeholders and developers. Viewed from this perspective, this book represents a welcome addition to the language testing landscape. I have no hesitation in recommending it to a whole range of interested parties, from teachers, to test developers and theorists, policy influencers and decision makers." - Professor Barry O'Sullivan, Head of Assessment Research & Development, English & Exams British Council, United Kingdom

• LCC International University, Klaipeda, Lithuania

  Betty Lanteigne

• Higher Colleges of Technology Dubai, Dubai Men’s College, Dubai, United Arab Emirates

  Christine Coombe

• University of Hawai‘i at Mānoa, Honolulu, USA

  James Dean Brown

Betty Lanteigne is a former Fulbright Dissertation Fellow and English Teaching Fellow, and also an Associate Professor at LCC International University in Lithuania. For 14 years she has trained English teachers from Asia, Africa, and the Middle East, focusing on language assessment literacy and sociolinguistics, particularly pragmatics. Her research and teacher training interests combine sociolinguistic description and language assessment.

Christine Coombe has a Ph.D. in Foreign/Second Language Education from The Ohio State University. She is currently an Assistant Professor of General Studies at Dubai Men’s College. She is the former Testing and Measurements Supervisor at UAE University and Assessment Coordinator of Zayed University. Christine has published numerous books and articles on language testing/assessment, research methods, leadership, teacher effectiveness and task-based teaching and learning.

James Dean Brown is Professor of Second Language Studies at the University of Hawai‘i at Mānoa. He has spoken and taught in many places (from Australia to Venezuela). He has published numerous articles and books on language testing, curriculum design, research methods, and connected speech.

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