In this invited Viewpoint on the occasion of the 40th anniversary of the journal "Language Testing," I argue that at the core of future challenges and opportunities for the field--both in scholarly and operational respects--remain basic questions and principles in language testing and assessment. Despite the high levels of sophistication…

This paper is the third in a series of Analytical Insights papers, which provide accessible, up-to-date analysis of educational datasets. The insights in this paper are drawn from the latest National Assessment Program Literacy and Numeracy (NAPLAN) and Longitudinal Literacy and Numeracy in Australia (LLANIA) data to discuss student participation…

In recent years, the use of external proficiency-based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study…

The philosophy of comprehensive education embedded in Scottish policy has long been recognised as an exemplary feature. The commitment to language learning is evident in recent policy supporting primary pupils who will learn two languages as well as the language of their school. For most children, this will involve English and two other languages,…

This paper is the first in a series of Analytical Insights papers, which provide accessible, up-to-date analysis of educational datasets. This insights paper draws on the latest National Assessment Program Literacy and Numeracy (NAPLAN) data to discuss student participation and engagement with the tests -- factors which impact the quality and…

Language assessment literacy has become a critical competence for a language teacher to have. Accordingly, there are many studies in the literature which have researched different aspects of language assessment literacy (i.e., language assessment training, professional development and language assessment literacy levels of language teachers).…

Applied linguists should strive to ensure that the tests they design and use are not only fair and socially acceptable, but also have positive effects--this, in light of the fact that tests can sometimes have far-reaching and often detrimental effects on test-takers. What this paper will attempt to do, is highlight how this concern for responsible…

Looks at literacy levels in the long term where it is easy to show that achievements have risen and in the shorter term, where it is not so easy. Discusses the problems in finding secure measuring instruments, standardized tests, and examinations. (JOW)

Since literacy tests determine instruction, they should be designed to match well-defined instructional goals. They should be evaluated and implemented by those who teach literacy in consultation with other interested parties and should function to improve teaching as well as to evaluate students. Writing abilities should be measured directly or…

Asserts that the most powerful assessment occurs in the classroom. Argues that assessment instruments must be used in a social context and for a social purpose. States that it is unfortunate that the critical and reflective aspects of responsible assessment are the most vulnerable in a context of high profile accountability testing. (PRA)

The forces or pressures that have produced a concern for fundamental skills of literacy are briefly considered, and a number of related questions are raised about willingness and capabilities for dealing with the issues in a deliberative, systematic manner. A major premise is the belief that the back-to-basics movement can be understood best in…

Details the problems involved in accurately evaluating students' skill levels and suggests a program of fundamental literacy rather than a "back to basics" movement. (KS)

Provides a 20-year retrospective view of the development of Cuban education; examines the broader aspects of the system and details its accomplishments as well as some of its problems. (AEA)

Discusses four books that provide critical information about the nature of high-stakes tests; the impact of these tests on teaching, learning, and students; the political issues surrounding high-stakes testing; and ways that educators can take informed action to appropriately respond to these tests. (SG)

The first of eight related documents, this booklet is part of a series of papers presented at the 1978 National Right to Read Conference examining issues and problems in literacy. In its examination of standardized reading competency tests, the booklet first offers a definition of the kind of test it will consider and the criteria the test must…