2.2. Face validity
lacks face validity.
Heaton (1988) states that the value of face
Messick (1996, p.13) defines test validity
as “an integrated evaluative judgment of
validity has been in controversy for a long
time and has considered as a kind of scientific
the degree to which empirical evidence and
theoretical rationale support the adequacy
conceptual research because this validation
mainly collects data from non-experts such as
and validating English language tests of
students, parents and stakeholders who give
Listening, Reading, Writing and Speaking
comments on the value of the test. In the same
in Weir’s (2005) model of conceptualizing
view, several experts who have emphasized
test validity seem to meet all the demands of
the importance of face validity, state that
the validity in the test that test stakeholders
this validity seems to be a reasonable way to
want to use in the public domain. Sharing the
gain more necessary information from a large
same view, O’Sullivian (2009) emphasizes
population of people (Brown, 2000; Henning,
that the most significant contribution to
1987; Messick, 1994). More specifically, these
the practical application of validity theory
researchers highlight that using face validity
in recent years has been Weir’s (2005)
in the study encourages a large number of
socio-cognitive frameworks which have
people to take part in a survey, so it can be
had influenced on test development and
easy to get valuable results quickly. Therefore,
validation. Similarly, Abidin (2006) points
Messick (1994) concludes that face validity
out that Weir’s (2005) framework combines
must be among the various validity aspects in
all the important elements expected of a test
language testing and test validation.
that measures a particular construct in valid
terms. Table 1 presents an outline of the
To sum up, face validity examines the
appearance of test validity and is viewed as
socio–cognitive framework for validating
a quite important characteristic of a test in
language tests.
language testing and assessment because this
Weir (2005) proposed four frameworks
evidence helps the researchers gain more
to validate four English language skills:
necessary information from a large population
Listening, Reading, Writing and Speaking. In
as well as get quicker perceptions about the
each framework, Weir (2005) put emphasis
value of the test.
on validating test takers’ characteristics,
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