A Conceptual Framework on the Power of Language Tests as Social Practice

Abstract

In most societies, high stakes language tests as widespread practices symbolize success and achievement and generate power over individuals and society at large. However, in most cases, these tests are believed by the public to be independent of social, economic, and political contexts and the quality of the tests has been identified and ensured by their psychometric features. However, more recently, the dimensions of tests as social practice with an emphasis on their power and use have increasingly been emphasized. Here, in this chapter, we propose a conceptual framework on the power of tests as social practice. To do this, a scoping (A scoping review aims “to map rapidly the key concepts underpinning a research area and the main sources and types of evidence available, and can be undertaken as stand-alone projects in their own right, especially where an area is complex or has not been reviewed comprehensively before” (Mays et al. 2001, p. 194).) review of the literature on “the uses, meaning, roles, effects, consequences, contexts, discourses and power of assessment/testing/tests” was conducted. A total of 60 theoretical and empirical publications were inductively analyzed which produced four main themes: (1) the roles of testers, (2) the meaning of tests in public, (3) the feelings and meaning tests evoke in test takers, and (4) the functions of tests. Building upon these themes and the relevant literature, this study concludes with the theoretical contributions of the framework and implications for language testing policies and practices, and critical language testing literacy.