Language Testing: The Social Dimension: 1 (Language Learning Monograph) - Softcover

Über die Autorin bzw. den Autor

Tim McNamara is Professor of Applied Linguistics at The University of Melbourne, where he gained his Ph.D. in Applied Linguistics, and where he helped establish the Language Testing Research Centre, of which he was subsequently Director. His research interests include language testing, language teaching, and language and identity. His recent work has focused on the relevance of contemporary social theory to concerns in language assessment and other areas of applied linguistics, including the role of language tests in the processing of the claims of asylum seekers and in citizenship procedures. He is the author of Language Testing (2000) and has published widely in applied linguistics journals.

Carsten Roever is a Lecturer in Applied Linguistics at the University of Melbourne. He has a Ph.D. in Second Language Studies from the University of Hawai‘i at Manoa. His main research interest is the assessment of second language pragmatics. Some of his favorite topics are acquisition of pragmatic knowledge, second language aptitude, web-based language testing, and research design. He has published in Language Testing, Language Learning & Technology, and various edited collections.

Von der hinteren Coverseite

This volume in the Language Learning Monograph series discusses social aspects of language testing, which the authors see as encompassing assessment of socially situated language use as well as the social consequences and societal impact of language tests. At the micro level, the authors explore socially oriented language test constructs and the difficulties they pose for language testing theory and practice. They consider these issues in relation to language assessment in oral proficiency interviews, and to the assessment of second language pragmatics. At the macro level, the authors consider societal concerns with fairness and equity in testing, examining first traditional ways of ensuring test fairness, including bias analysis, differential item functioning, and sensitivity review. They subsequently take a close look at the use and misuse of language tests in implementing educational policy and their gatekeeping function in maintaining boundaries and constructing identities. They argue that both the consequences of test use and the broader societal functions of tests need to be taken into account if we are fully to understand the social dimension of language assessment.