Isaacs, Talia;
(2025)
The ABCs of psychometric validity: A practical guide for English language teachers.
University of Sydney Journal of TESOL.
(In press).
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Abstract
This article provides an accessible discussion of assessment literacy and validity for language testing and assessment practice. Assessment literacy can be broadly defined as the skills and knowledge teachers have about the functions and roles of assessment in educational contexts. It is also related to the ability to choose various forms of assessment to serve an intended purpose, as well as an awareness of critical assessment-related issues such as validity, fairness, ethics and effects of assessment on students and other stakeholders. This article relates assessment literacy to the concepts of psychometric validity that can help English language teachers evaluate their and others’ assessment practice through explicit and practical guides. Validity is a complex concept that requires comprehensible explanations and examples that are tailored for teachers. Through this article, readers can enhance their knowledge about core concepts in assessment and explicate how they can harness positive assessment practice.
| Type: | Article |
|---|---|
| Title: | The ABCs of psychometric validity: A practical guide for English language teachers |
| Publisher version: | https://journal-of-tesol.sydney.edu.au/publication... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | assessment literacy, classroom-based assessment, educational assessment, language assessment, open science, psychometrics, teacher education, validity, washback |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10214063 |
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