Validity of assessments for english language learning students in a national/international context

Abstract

This paper provides a summary of research that shows a substantial performance gap between native and non-native speakers of assessment language. Such a performance gap increases with the level of language demand of the test items. Results of studies indicate that unnecessary linguistic complexity may impact reliability and validity of the assessment outcomes. To control for language factors as a source of bias, this paper introduces the concept of linguistic modification of assessment through which unnecessary linguistic complexity of test items is reduced or eliminated. The paper recommends that test developers be aware of the impact of linguistic complexity in assessment and should plan to control for such possible source of bias. © 2009 by Servicio de Publicaciones de la Universidad de Navarra.