LANGUAGE ASSESSMENT IN EDUCATION: TESTS, CURRICULA, AND TEACHING

What should the relationships be among formal language tests, curricula for language learning, and pedagogical functions of formative assessment? Many differing realizations are possible. Some may be preferable. Most are contestable, contingent, and susceptible to situational variability. Recent debates in language education have centered on two fundamental issues amid efforts to change, redefine, or align these three elements. One issue concerns the basis for defining standards of language proficiency and learning opportunities: Should these come primarily from tests (as normative standards relative to the performance of learner populations on particular assessment instruments)? From policies (such as curriculum frameworks or attainment standards officially prescribed)?