Examining the context and consequential validity of a high-stakes writing test in a Colombian Bachelor’s in foreign languages

Writing assessments must be valid and fair for test-takers, as assessments evaluate students’ performance and can impact their lives. To determine the validity and fairness of a writing test, it is essential to examine its context and consequential validity, aspects that can be examined through test-takers’ perceptions. Test-takers’ perceptions of a test provide valuable information to enhance assessment practices. While international studies on test validation have largely focused on the impact of EFL proficiency tests on test-takers to improve language assessments, little attention has been given to the validity and fairness of writing tests in Colombia, particularly by collecting context and consequential validity evidence from test-takers. Context validity refers to the appropriateness of the test’s features for test-takers, whereas consequential validity pertains to the test’s positive or negative impacts on test-takers. This study aims to shed light on the validity and fairness of writing assessments by examining the context and consequential validity of a high-stakes writing test in the Bachelor in Foreign Languages at Universidad del Valle. The study drew on Shaw and Weir’s (2007) sociocognitive framework for writing test validation, which includes context and consequential validity theory.

• Autores: Cárdenas Marín, Bryamth; Cruz Lenis, Linda
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2024
• Institución: Universidad del Valle
• Repositorio: Repositorio Digital Univalle
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.univalle.edu.co:10893/31540
• Acceso en línea: https://hdl.handle.net/10893/31540
• Palabra clave: Validez del contexto; Validez consecuencial; Diseño de investigación; Marco socio-cognitivo; Profesores de idiomas; Justicia
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc-nd/4.0/