It has been argued in the literature on (language) testing that any act of testing/assessment can impact: (1) educators' curriculum design; (2) teachers' teaching practices; and (3) students' learning behaviors. This quality of any given testing situation or act of assessment has been called washback, or backwash if you will. Washback falls into…

Administration of high-stakes language proficiency tests has been disrupted in many parts of the world as a result of the 2019 novel coronavirus pandemic. Institutions that rely on test scores have been forced to adapt, and in many cases this means using scores from a different test, or a new online version of an existing test, that can be taken…

This convergent mixed method study aimed at exploring the English context of the widely used Emirates Standardized Test (EmSAT) by juxtaposing it to its sequel, the International English Language Testing System (IELTS). For this purpose, the study used the Common European Framework of Reference (CEFR) international standards which is used as a…

This article investigates the central role of topic in the IELTS Speaking Test (IST). Topic has developed a dual personality in this interactional setting: topic-as-script is the scripted statement of topic on the examiner's cards prior to the interaction, whereas topic-as-action is how topic is developed by the candidate during the course of the…

This mixed methods study compared IELTS examiners' scores when assessing spoken performances under live and two 'non-live' testing conditions using audio and video recordings. Six IELTS examiners assessed 36 test-takers' performances under the live, audio, and video rating conditions. Scores in the three rating modes were calibrated using the…

The number of individuals undertaking IELTS has continued to grow in recent years, standing at approximately 3 million candidates per year in 2016. As a result, this high-stakes, high-pressure test has become firmly entrenched as a global gatekeeping institution, regulating the international flows of people for migration and academic study. This…

John Read is about to retire as Professor in Applied Language Studies at the University of Auckland. He previously taught applied linguistics, Teaching English to Speakers of Other Languages (TESOL) and English for Academic Purposes (EAP) at Victoria University of Wellington, the SEAMEO Regional Language Centre, the University of Texas El Paso,…

This research explores how Internet-based video-conferencing technology can be used to deliver and conduct a speaking test, and what similarities and differences can be discerned between the standard and computer-mediated face-to-face modes. The context of the study is a high-stakes speaking test, and the motivation for the research is the need…

Test-takers' voices in relation to high-stakes language tests have received growing attention in recent years. While the perspectives of this stakeholder group can be utilised to improve test quality, test-taking experience, and test impact, we argue that this goal needs to be achieved by considering a fundamental shift in our conceptualisation of…

Globalized English proficiency tests such as the International English Language Testing System (IELTS) are increasingly playing the role of gatekeepers in a globalizing world. Although the use of the IELTS as a "policy tool" for making decisions in the areas of study, work and migration impacts on test-takers' lives and life chances, not…

Research shows that test method can exert a significant impact on test takers' performance and thereby contaminate test scores. We argue that common test method can exert the same effect as common stimuli and violate the conditional independence assumption of item response theory models because, in general, subsets of items which have a shared…

As the power of tests lies in their uses, language tests that are used to assess immigration eligibility exercise enormous power. Critical Language Testing calls for exposing the power of tests by examining the intentions of introducing tests and their effects on individuals and society, especially from the perspective of test-takers. This case…

The recently published article "English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand" (Wette, 2011) aims to address perceived problems and misconceptions associated with the testing of English language skills and professional communicative competence of…

This paper examines the uptake of Rasch measurement in language testing through a consideration of research published in language testing research journals in the period 1984 to 2009. Following the publication of the first papers on this topic, exploring the potential of the simple Rasch model for the analysis of dichotomous language test data, a…

There are increasing numbers of non-native English speaking applicants to Canadian universities (AUCC 2008a, 2010), which are committed to promoting linguistic and cultural diversity (AUCC 2008b). One result of this trend is that university admissions officers, as gatekeepers, are faced with a growing and potentially confusing array of language…