In the prevailing years, the overall perspective regarding language assessment and testing

has been through a series of important modifications, mostly brought about by the spread of

acquiring language and the theories related to language acquisition, and the theories regarding

the evolution of teaching and learning. The main purpose of this essay is to analyze and

ultimately discuss the current trends and implementations that are taking place under high-stakes,

standardized language tests.

The recent trends in language assessment portrays a reversal of policies, making the focus

to shift towards evaluating more of the communicative competence of individuals instead of

evaluating the skills separately. The recent trends are removed from the conventional methods of

language assessment, instead integrating more of the task-based approaches for evaluation. The

methods like project-based assessments, problem-solving, and role-playing help to evaluate how

proficient and individual is as they help engaging in authentic communication. These methods

align with the language learning theories which are based on communicative competence.

Another trend is to integrate the technological methods for assessment of language, using

methods like online and computer-based tests that are in line with the more contemporary trends

of the age. This aligns with the language learning theories that emphasize the importance of

incorporating technology in learning and acquiring language.

As the individuals acquiring the language are from diverse backgrounds, having varied

ages and speaking different languages, the recent trends, for assessment are tailored in order to

cater to the multilingual approaches. The significance of multilingualism is acknowledged in the

acquisition of language. The shift from monolingualism to multilingualism corresponds with the

language learning theories that highlight the way languages are connected to each other in an

individual learner’s mind.

 These trends are mostly based on language acquisition theories which focus on the

significance of communicating in an authentic manner, providing a background for the high-

stakes, standardized language tests. The high-stakes tests primarily delve into measuring the

ability of an individual to use the language in every day, real situations. The most prominent

feature of the high-stakes tests is the correspondence with the policies regarding education and

learning. The governmental and educational institutions highlight the significance of being

proficient in a language, naming it as the core element of the complete process of acquisition of

education. These tests keep are significant in making sure that there is correspondence with the

policies.

Although high-stakes tests are significant, still they are being debated in regards of

keeping certain tests as standards. Keeping a standard test can have many limitations, as not all

individuals are the same and it limits the evaluation of language abilities to the full range, further

narrowing the teaching practices. The debate regarding high-stakes tests highlights the way these

tests are taken into account in correspondence with the theories and policies of learning and

teaching.