Evaluating Language Assessments

By: Antony John Kunnan

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Paperback | 27 July 2017 | Edition Number 1

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274 Pages

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22.9 x 15.2 x 1.58

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Evaluating Language Assessments offers a comprehensive overview of the theoretical bases and research methodologies for the evaluation of language assessments and demonstrates the importance of a fuller understanding of this widely used evaluative tool. The volume explores language assessment evaluation in its wider political, economic, social, legal, and ethical contexts while also illustrating quantitative and qualitative methods through discussions of key research studies. Suitable for students in applied linguistics, second language acquisition and language assessment and education, this book makes the case for a clear and rigorous understanding of the theoretical and methodological underpinnings of language assessment evaluation in order to achieve fair assessments and just institutions.

Industry Reviews

"Kunnan's thoughtfully-grounded principles and wide-ranging illustrative examples will quickly become-and long endure as-the landmark reference for all discussions of fairness and justice in language testing. The book establishes an innovative, rigorous, and thorough conceptual framework to evaluate the actual uses of language assessments in society."
Alister Cumming, University of Toronto, Canada, and Beijing Foreign Studies University, China

"Fairness and justice, the two important qualities of any assessment and assessment practice, seem to be suspect in most if not all assessments. This volume shows how we can apply ethical thinking to address these issues in actual practice. Antony Kunnan provides theory, practice and research to put forward his compelling arguments that make the book a superb resource for everyone concerned with assessment."
Rama Mathew, Delhi University, India

"This concise volume makes a timely contribution to the language assessment literature by building on Kunnan's concerns for fairness and justice. In a systematic way, he takes the reader through a process of justification that can lead to clearer thinking about the use of assessments and to fairer outcomes."
Nick Saville, University of Cambridge, UK

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