cm chapter 5 Validity

Language Testing by Tim McNamara
Chapter 5 Validity: testing the test

This chapter describes the validity of testing. It begins by drawing parallels with the court system on the basis of evidence. The chapter then goes on to describe the process of test validation and what it entails. The defensibility and fairness of tests based on performance are the main issues here. If the procedures used are found faulty then the test or assessment itself is questioned and becomes a matter of concern to the recipients involved. Proficiency tests, as opposed to achievement tests, look to the future. Validation should continue as long as the test is given to language users. Questions arise as new and various cases bring new challenges. The development of new assessments validation takes on a new form as the stakeholders have to consider the general public for its’ acceptability. This is where face validity comes into play. Consequential validity is explained toward the end of the chapter. Consequential validity, in terms of ability, in the end, is reflected by the “haves” and “have nots.”


This chapter reminds me of our Yup’ik Proficiency Test that we have to give every year to our students in LKSD. I had never really thought about stakeholders as those who are most concerned about the validity of the test. It seems, out of a need for immediate proficiency test in language, that this test was translated from an English version. Any two languages are not the same. The ways of thinking, of being, and ways of knowing are different and these connect to the culture. Just last week we had a discussion about the test itself and many concerns came up. For example, the possible ways of answering some questions with only word endings like in –llru. Perhaps as more and more concerned people give voice the validity of the test will one day make more sense.