Test theory and language-learning assessment

Abstract

Standard test theory is machinery for carrying out inference in a particular admixture of ideas from statistics, measurement and psychology that coa lesced in the first third of this century. Recent developments in cognitive and educational psychology, such as increased appreciation of the situated nature of learning and understanding, call for broader ranges of student models and types of data. Just as under the standard testing paradigm, however, we face such questions as: what kinds of evidence are needed to support inferences about students? How much faith can we place in the evidence, and in the statements? Are elements of evidence overlapping, redundant or contra dictory ? When must we ask different questions or pose additional situations to distinguish among competing explanations of what we see? A con ceptualization of test theory is discussed which is meant to address issues of weight and coverage of evidence for statements framed in more recent educational/psychological paradigms. Implications for language assessments built around the ACTFL guidelines are considered.