Language testing, in contrast, is about doing. It is about creating tests. The book is divided into three sections.

A: Introduction consists of ten units dealing with the central concepts of language testing and assessment. It contains activitiesfor you to carry out alone, or with others if you are studying this book as part of a course. B: Extension provides extracts from articles or books relating to language testing and assessment which give you further insights into the concepts introduced in Section A. Each extract in B: Extension is accompanied by activities to focus your reading and help you to evaluate critically what you have read and understand how it links to a wider discussion of language testing and assessment. C: Exploration builds on the material you will already have found in the book. In this section we provide extended activities that help you to work through practical and theoretical problems that have been posed in the other sections. We also present ideas for individual and group project work, as well as suggestions for research projects. http://www.routledge.com/textbooks/9780415339476 Unit A1 Introducing validity Validity in testing and assessment has traditionally been understood to mean discovering whether a test measures accurately what it is intended to measure(Hughes, 1989: 22), or uncovering the appropriateness of a given test or any of its component parts as a measure of what it is purposed to measure (Henning, 1987: 170). A1.2 THREE TYPES OF VALIDITY IN EARLY THEORY Cronbach and Meehl (1955) described these as: Criterion-oriented validity Predictive validity Concurrent validity

For example, I may wish to predict from scores on a test of second-language academic reading ability whether individuals can cope with rst-semester undergraduate business studies texts in an Englishmedium university In the example above we cannot see whether future students can do the reading that will be expected of them before they actually arrive at the university and start their course. In this case the validity evidence is the strength of the predictive relationship between the test score and that performance on the criterion Task A1.1 Consider the following situations where you may wish to use a test to discover something about your students: How many students in my class are likely to pass the Certicate of Prociency at the end of the semester?If Mr Hassan starts work as an air traffic controller now, will he be able to successfully guide aircraft out of danger in near-miss situations?My students of legal English are going to go on work experience later in the year. How do I know whether they will be able to help prepare the paperwork for court cases? Content validity Construct validity