to examine the uses and consequences of tests, to monitor their power, minimize their detrimental force, reveal the misuses and empower the test takers Refers to the activity of embedding tests in reference to social, ethical, educational and political contexts.
CRITICAL TESTING: MAIN FEATURES (CONT.) Attempts to provide a critique of the field of testing and make testers more aware and more socially reflexive by collecting data on the uses of tests as well as by pointing out such uses to users and the public at large
CRITICAL TESTING: MAIN FEATURES (CONT.) Most important aims, in reference to the findings of this book regarding the uses of tests, are to minimize, limit and control the powerful uses of tests Further attempts to encourage tests, the materials they are based on and critique their values and the beliefs inherent in them
PROPOSED PRINCIPLES IN THE MAKING UP OF CRITICAL TESTING (ADAPTED, IN PART, FROM PENNYCOOK, 1994, AND KRAMSCH, 1993)
CRITICAL TESTING Claims that the act of language testing is not neutral. Rather, it is a product and agent of cultural, social, political, educational and ideological agendas that shape lives of individual participants, teachers and learners Encourages test takers to develop a critical view of tests as well as to act on it by questioning tests and critiquing the value which is inherent in them
CRITICAL TESTING (CONT.) Views test takers as political subject in political context Views tests as tools directly related to levels of success, deeply embedded in cultural, educational and political areas where different ideological and social forms are in struggle
CRITICAL TESTING (CONT.) Asks questions about what sort of agendas are delivered through tests and whose agendas they are Claims that testers need to ask themselves what sort of vision of society tests create and what vision of society tests are used for
CRITICAL TESTING (CONT.) Examines calls for a need to question the purposes and actual uses of tests Asks questions about whose tests are based on Examines the stakeholders of tests Perceives testing as being caught up in an array of questions concerning education and social systems
CRITICAL TESTING (CONT.) Admits that the knowledge of any tester is incomplete and that there is a need to rely on additional sources to obtain more accurate and valid description and interpretation of knowledge
CRITICAL TESTING (CONT.) Challenges psychometric traditions and considers interpretive ones whereby different meanings and interpretations are considered for tests scores, with no attempt to arrive at an absolute truth
CRITICAL TESTING (CONT.) Considers the meaning of language test scores, the degree to which they are prescriptive, and the extent to which they are open to discussion, negotiations and multiple interpretations Challenges the knowledge on which test is based on
CRITICAL TESTING (CONT.) Challenges the use of the test as the only and instrument to asses knowledge and conspires multiple procedures, the sum of which can provide a more valid picture for interpreting the knowledge of individuals
AGENDA FOR CRITICAL TESTING To make language testing a discipline and an area of knowledge that is reflexive and socially aware To conduct a critique of language testing as a disciplinary practice in Foucauldian sense To provide a type of liberal response to such a critique by suggesting alternative types of testing
GUIROX (1996:36) writes that democracy takes up the issue of transferring power from elites and executive authorities who control the economic and cultural apparatus of society, to those producers who yield power at the local level and is made concrete through the organization and exercise of horizontal power in which knowledge needs to be widely shared through education and other technologies of cultures.
DARLING-HAMMOND (1994) argues that there is a need to change the ways in which we use assessment: From sorting mechanisms to diagnostic supports From external monitors of performance to locally generated tools for inquiring deeply into teaching and learning From purveyors of sanctions for those already underserved to levers for equalizing source
SHARING THE POWER AND CONSTRUCTING KNOWLEDGE Testing is practiced nowadays as reflection of knowledge and values of those in authority. McNeil (1986) further states that accountability and control schemes often generate the opposite of what they intend so that when the schools organization becomes centered on managing and controlling teachers and students take school less seriously.
Freire (1985) promotes an approach whereby a meaningful dialogical between two partners the evaluator and the evaluatee takes place. This is one way whereby evaluation is differentiated from inspection.
Through inspection, educators just become objects of vigilance by central organization. Through evaluation, everyone is a subject along with the central organization in the act of criticism and establishing distance from the word.
Adopting democratic approaches assumes that the tester is no longer the know it all; knowing all the knowledge, but rather the knowledge of measurement is so complex that even the best professional, familiar with all the advance methods of testing, does not have all the answers.
Current views, therefore, perceive the act of testing as mutual effort of testers and test takers along with other sources of knowledge (parents, teachers, peers).
Fetterman, Kaftarian and Wandersman (1996) introduce the notion of empowerment evaluation which fosters improvement and self-determination and aims to help people to help themselves and improve their programs using a form of self- evaluation and reflection.
Thus, new models of assessment which are currently proposed to follow principles of shared power. Collaboration and representation, and can therefore be viewed as more democratic.
In some approaches, local groups test takers, students, teachers, and school share power by collecting their own assessment, project, observations and tests.
In some extreme models, all the power is transferred from central bodies to local ones. Broadfoot (1996) such approaches may lead to an illusion of democracy, as teaches become the new servants of central systems, referred to by her as a new order of dominion.
The preferred model is therefore a democratic one, where power is not transferred but shared. Through constructive, interpretive ad dialogical sessions each participant collects language data and demonstrates it an interpretive and contextualized manner.
This approach can be suggested, therefore, that assessment of students achievement ought to be seen as an art, rather than science, in that it is interpretive, idiosyncratic, interpersonal and relative.
EXAMPLES OF COLLABORATIVE APPROACHES TO ASSESSMENT Contextualization and shared authority with regard to certification (Moss, 1996) Certification is made locally through dialogue among professionals who are familiar with the candidates. There should be documented observations and interactions over time with the candidates.
Democratic Assessment Model (Shohamy, 1995) In this model, the language proficiency of the immigrants is being assessed by a number of agents teachers, the test takers themselves (self-assessment and portfolios), and a standardized diagnostic test administered by a central body.
EXAMPLES OF COLLABORATIVE APPROACHES TO ASSESSMENT (CONT.) Dialogically shared model in the program evaluation (Nevo, 1996) Dialoguing implies a two-way relationship that is based on the assumption that nobody knows everything, but both parties know something and through dialogue they will learn more.
EXAMPLES OF COLLABORATIVE APPROACHES TO ASSESSMENT (CONT.) Model of Empowerment Evaluation (Fetterman, et. al., 1996) Focuses on self-determination and collaboration, the evaluation is a group activity, not an individual pursuit.
EXAMPLES OF COLLABORATIVE APPROACHES TO ASSESSMENT (CONT.) Alternative Paradigms of Testing Moss argues that there is need to expand the dialogue among measurement professionals to include voices form research traditions different from the conventional ones.
Multiple Assessment Procedures This is based on the assumption that tests are limited in what they can assess and that it is therefore essential that the other procedures will be used to get to those areas that cannot be tapped by test.
THE USE OF FEEDBACK The use of tests as learning tools rather than power tools. From an ethical perspective this is a very useful approach as using tests for power and control, and not for providing the test taker with feedback can be considered as a situation in which the test taker is being used by those authority. Thus, the use of feedback provides more ethical and pedagogical approach, as the outcome is improved learning.