Designing Language Assessments in Context: Theoretical, Technical, and Institutional Considerations

Main Article Content

Frank Giraldo

Abstract

The purpose of this article of reflection is to raise awareness of how poor design of language assessments may have detrimental effects, if crucial qualities and technicalities of test design are not met. The article first discusses these central qualities for useful language assessments. Then, guidelines for creating listening assessments, as an example, are presented to illustrate the level of complexity in test design and to offer a point of reference to evaluate a sample assessment. Finally, the article presents a discussion on how institutional school policies in Colombia can influence language assessment. The article concludes by highlighting how language assessments should respond to theoretical, technical, and contextual guidelines for them to be useful.

Article Details

How to Cite
Giraldo, F. (2019). Designing Language Assessments in Context: Theoretical, Technical, and Institutional Considerations. HOW Journal, 26(2), 123-143. https://doi.org/10.19183/how.26.2.512
Section
Reflections and Revision of Themes
Author Biography

Frank Giraldo, Universidad de Caldas

Frank Giraldo is a language teacher educator in the Modern Languages program and Master of Arts in English Didactics at Universidad de Caldas, Colombia. His interests include language assessment, language assessment literacy, curriculum development, and teachers’ professional development.

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