These guidelines describe considerations relevant to the assessment of test takers in or across countries or regions that are linguistically or culturally diverse. The guidelines were developed by a committee of experts to help inform test developers, psychometricians, test users, and test administrators about fairness issues in support of the…

Test-takers' interpretations of validity as related to test constructs and test use have been widely debated in large-scale language assessment. This study contributes further evidence to this debate by examining 59 test-takers' perspectives in writing large-scale English language tests. Participants wrote about their test-taking experiences in…

The No Child Left Behind Act of 2001 requires public schools in the United States to test students in grades 3-8. The author argues that this mandate has been supported by the public, in part, because of the "availability heuristic," a phenomenon which occurs when people assess the probability of an event by the ease with which instances…