Critical Language Testing

Critical language testing (CLT) is a philosophical approach that states that there is widespread bias in language testing. This view is derived from critical pedagogy, which views education as a process manipulated by those in power.

There are many criticisms that CLT has of language testing such as the following.

  • Test are deeply influenced by the culture of the test makers
  • There is  a political dimension to tests
  • Tests should provide various modes of performance because of the diversity in how students learn.

Testing and Culture

CLT claim that tests are influenced by the culture of the test-makers. This puts people from other cultures at a disadvantage when taking the test.

An example of bias would be a reading comprehension test that uses a reading passage that reflects a middle class, white family. For many people, such an experience is unknown for them. When they try to answer the questions they lack the contextual knowledge of someone who is familiar with this kind of situation and this puts outsiders at a disadvantage.

Although the complaint is valid there is little that can be done to rectify it. There is no single culture that everyone is familiar with. The best that can be done is to try to diverse examples for a diverse audience.

Politics and Testing

Politics and testing is closely related to the prior topic of culture. CLT claims that testing can be used to support the agenda of those who made the test. For example, those in power can make a test that those who are not in power cannot pass. This allows those in power to maintain their hegemony. An example of this would be the literacy test that African Americans were

An example of this would be the literacy test that African Americans were required to pass in order to vote. Since most African MAericans could not read the were legally denied the right to vote. This is language testing being used to suppress a minority group.

Various Modes of Assessment

CLT also claims that there should be various modes of assessing. This critique comes from the known fact that not all students do well in traditional testing modes. Furthermore, it is also well-documented that students have multiple intelligences.

It is hard to refute the claim for diverse testing methods. The primary problem is the practicality of such a request. Various assessment methods are normally impractical but they also affect the validity of the assessment. Again, most of the time testing works and it hard to make exceptions.

Conclusion

CLT provides an important perspective on the use of assessment in language teaching. These concerns should be in the minds of test makers as they try to continue to improve how they develop assessments. This holds true even if the concerns of CLT cannot be addressed.

 

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