Description
Book SynopsisWinner of the SAGE/ILTA Award for Best Book on Language Testing 2009 This volume focuses on the social aspects of language testing, including assessment of socially situated language use and societal consequences of language tests. The authors argue that traditional approaches to ensuring social fairness in tests go some way to addressing social concerns, but a broader perspective is necessary to examine the functions of tests on a societal scale.
- Considers these issues in relation to language assessment in oral proficiency interviews, and to the assessment of second language pragmatics.
- Argues that traditional approaches to ensuring social fairness in tests go some way to addressing social concerns, but a broader perspective is necessary if we are to fully understand the social dimension of language assessment.
Trade Review"A major strength of this volume is that it has the potential for opening up a dialog on the social and political consequences of language testing." (
Language Teaching, Jan 2009)
"This book … offers a unique perspective [and] has enormous potential to assist anyone wishing to broaden their understanding of language testing.” (TESL-EJ.org)
"McNamara and Roever have done a fine job, and have produced an important and much needed book." (Journal of Multilingual and Multicultural Development)
"McNamara and Roever’s approach to the consequential and social aspects of language testing impressed the awards committee for its originality, breadth of coverage, scholarship, and potential for impact both within and beyond the immediate field of language testing. The authors’ examination of test design and validation compares, contrasts, and evaluates the more traditional ways of conceptualizing the social aspects of language testing with a number of contemporary methods. McNamara and Roever’s ability to connect these methods results in a timely and comprehensive text expected to influence the field for many years to come." (The 2009 Sage/ITLA Award Committee)
Table of ContentsSeries Editor’s Foreword xi
Acknowledgements xv
Chapter 1 Introduction 1
Chapter 2 Validity and Social Dimension of Language Testing 9
Chapter 3 The Social Dimension of Proficiency: How Testable Is It? 43
Chapter 4 Psychometric Approaches to Fairness Bias and DIF 81
Chapter 5 Fairness Reviews and Codes of Ethics 129
Chapter 6 Language Tests and Social Identity 149
Chapter 7 Language Assessments at School: Social Values and Policy 203
Chapter 8 Where to From Here? Implications of Research and Training 247
References 257
Index 285
