Today, I would like to discuss the important intersection between assessment and educational

policy. Assessment plays a crucial role in educational contexts, serving various policy functions.
To illustrate this, let's consider the example of vocational education and training for adults.

In recent years, many industrialized countries have recognized the need to upgrade the skills of
their workforce in the face of rapid technological advancements. Consequently, they have
developed more flexible policies for recognizing and certifying specific work-related skills, which
are often referred to as competencies. These countries have adopted national competency
frameworks, which consist of a series of "can do" statements that describe different levels of
performance on relevant job-related tasks. As part of these policies, language and literacy
competency frameworks have also been developed.

Moving on to the field of international education, tests are commonly used to control access to
educational opportunities. Typically, international students are required to meet a certain
language proficiency standard on an academic language test before they can be admitted to
their desired university. This raises questions about the fairness and reasonableness of
restricting educational opportunities based on language test performance.

If we agree that some assessment of language ability is reasonable in this context, further
questions arise regarding the level of proficiency that should be required and how it should be
determined. Additionally, should the assessment of language proficiency be conducted within
the context of typical academic tasks? However, this approach may disadvantage individuals
who have not had prior experience with such tasks, raising concerns about the fairness of using
these tasks as instruments for testing language ability.

Moreover, it is worth considering how native speakers would perform on these integrated tasks.
Given that they are admitted to the same courses of study, it could be argued that they should
also be required to undergo language assessment.

In conclusion, the relationship between assessment and educational policy is complex and
multifaceted. While assessment serves important policy functions, such as recognizing and
certifying skills, questions about fairness, reasonableness, and the level of proficiency required
should be carefully considered to ensure equitable access to educational opportunities.

Presentation of the social responsibility of the language tester

In the next few minutes, we'll explore the policies, practices, and ethical considerations
surrounding language testing. We'll delve into a scenario involving the use of language tests
within immigration policy, and we'll discuss the responsibilities that language testers face in
such situations.

But before we dive in, let me ask you this: have you ever wondered about the fairness of
language tests? Do you think about the policy issues that surround testing practices? These are
questions that have gained serious attention in recent years, and it's about time we address
them.

So, let's begin by looking at the broader picture. In the preceding sections, we encountered
various policies and practices related to language testing. These raise some crucial questions
about fairness and the ethical aspects of testing. It's essential to consider the responsibilities
that language testers hold in ensuring fair and equitable assessments.

Now, let's imagine a scenario together. Picture yourself in an English-speaking country that
accepts a significant number of new settlers each year. The immigration policy distinguishes
between different categories of intending settlers, but language proficiency and knowledge of
local cultural practices are not criteria for selection in some cases. This situation prompts an
important question: What responsibilities do language testers have in this context?

Now, imagine that the immigration authorities approach you to be part of a team commissioned
with the development of a specific test to accurately determine the language proficiency of
intending immigrants. What ethical issues would you face in this scenario?

On one hand, the introduction of a carefully constructed test might seem to promote fairness. It
could address inconsistencies in current informal procedures and provide a more reliable and
relevant assessment. However, on the other hand, we must not overlook the potential
drawbacks. What if the authorities decide to use the test on exempt categories, such as
refugees or family members? Who will interpret the test scores? And who will set the pass/fail
criteria?

These questions highlight the political nature of language tests and the challenges that
language testers face in upholding their social responsibility. As a test developer, you might find
yourself questioning whether you should refuse to get involved.

These are just a few examples of the ethical issues that arise in language testing practice. In
today's society, these issues have become subjects of considerable debate. Some argue that
language testing practice can be made ethical, emphasizing the individual responsibility of
testers. Others view tests as sociopolitical constructs that must be critically examined, just like
any other political structure in society.

As we continue our journey through this presentation, we'll explore these two perspectives:
ethical language testing and critical language testing. We'll analyze their implications and
discuss how language testers can navigate the ethical challenges they face.
In conclusion, the social responsibility of language testers is a topic that deserves our attention.
We must strive to strike a balance between fairness, reliability, and the ethical considerations
inherent in test development and implementation.

Thank you for joining me on this exploration of the social responsibility of language testers. Let's
engage in a meaningful discussion about these crucial matters and explore the ways we can
make a positive impact in the field of language testing.

Now, I'd be happy to take any questions you may have.