2.1. The importance of language testing
because the locally designed language tests
are disrupted by the fact that they do not
Language testing and assessment is a
field under the broad concepts of applied
indicate the features of language skills tested
linguistics. This field has been rooted in
and hardly tap the students’ language abilities
(Torrance, Thomas, & Robison, 2000).
applied linguistics because it is related
to English language learners, test takers,
According to Weir (2005), test validation
test developers, teachers, administrators,
is the “process of generating evidence to
researchers who have great influences on
support the well-foundedness of inferences
teaching and learning English in the world
concerning trait from test scores, i.e.,
(Bachman, 1990). He explains in detail that
essentially, testing should be concerned with
testing is considered as a teacher’s effective
evidence-based validity. Test developers need
tool contributing to the success of teaching
to provide a clear argument for a test’s validity
English in the classroom as well as helps him
in measuring a particular trait with credible
or her produce the exact and fair evaluation
evidence to support the plausibility of this
of students’ ability and the performance of the
interpretative argument” (p. 2). Therefore, test
language (Bachman, 1990).
validation has been considered as the most
important role in test development and use
Sharing the same view, McNamara
(2000) defines language testing as an aspect
and should be always examined (Bachman
& Palmer, 1996). Face validity is one of the
of learning that helps learners to grasp the
components in test validation and is probably
knowledge that they have missed previously
the most commonly discussed type of validity
and the teacher to understand what can be done
in subsequent lessons to improve teaching. To
because it was primarily dealt with the question
(2000) presents language testing as a useful
of whether a test looked as if it measured what
measurement tool which test validation can
it was said to measure (Hughes, 1989).
assist in creating positive wash back for
Bearing this in mind, this study aims
learning through providing the students with
to investigate the face validity of the
the feeling of competition as well as a sense
Institutional English Test (IET) based on the
that the teachers’ assessment coincides with
Common European Framework of Reference
what has been taught to them.
at a public university in Vietnam. Most of the
In the same token, Davies (1978)
previous studies in accordance with language
emphasizes that “qualified English language
test validation have been derived from the
tests can help students learn the language
views of educators or researchers; however,
in this study the perceptions of both students
by asking them to study hard, emphasizing
course objectives, and showing them where
and appropriateness of inferences and actions
based on test scores and other modes of
they need to improve” (p.5). Similarly,
assessment”. In other words, test validity or
McNamara (2000) highlights some important
roles of language testing which have been
test validation means evaluating theoretically
and empirically the use of a test in a specific
applied popularly in educational system and
setting such as university admission, course
in other related fields to assist in pinpointing
placement and class or group classification.
the strength and weakness in academic
development, to reflect the students’ true
Bachman (1990) also emphasizes that
abilities as well as to place the student in a
overtime, the validity evidence of the test
suitable course.
will continue gathering, either improving
or contradicting previous findings. Henning
Additionally, language testing helps to
(1987) adds that when investigating the test
determine a student’s knowledge and skills
validity, it is crucial to validate the results of
in the language and to discriminate that
the test in the environment where they are
student’s language proficiency from other
used. In order to use the same test for different
students (Fulcher, 1997). In the same vein,
academic purposes, each usage should be
Hughes (1989) also states that language
validated independently.
testing plays a very crucial role in the teaching
and learning process because it is the final
Crocker and Algina (1986) highlight
step in educational progress. Thus, to use
three kinds of test validity: Construct validity,
tests to measure the educational qualities,
Face validity and Criterion validity. In the
the administrators should build important
early days of language testing, face validity
and qualified testing strategies which assist
was widely used by testers and was probably
evaluating learners’ performance, teaching
considered as the most commonly discussed
methods, materials and other conditions in
type of test validity because it was primarily
order to set up educational training objectives
dealt with the question of whether a test
(McNamara, 2000).
measures what it is said to measure (Hughes,
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