Such is the concern regarding test ethicality, that some practitioners (Lynch, 1997; Lynch & Shaw, 2005) have designed alternative approaches to language testing in an attempt to avoid the inherent unethical practices which they believe accompany the power imbalance present in traditional testing systems.


Research undertaken by Shohamy (1998, pp. 331–332) shows that there is growing interest in the role played by language testing in society. Consequently, topics such as test ethicality and bias are now being discussed in research, publications and conferences.


A critical approach to assessment


Shohamy (1998, p. 332) advocates a critical approach to language testing which acknowledges that the act of testing is not neutral. Similarly, Bachman (1990) supports this view when he refers to the fact that ‘tests are not developed and used in a value-free psychometric test tube; they are virtually always intended to serve the needs of an educational system or of society at large’ (p. 279).


Task 2


• Given the forces surrounding EAP assessment and the factors at stake, do you feel that it is feasible to avoid ethical compromises in the current situation which the sector operates?


• How do you manage the needs of your institution with the duty to your students and their EAP study?


• Do you have scope, like Lynch and Shaw (2005), to consider implementing quite different approaches to assessment with the aim of


maintaining a high level of ethicality in your EAP assessment practices?


As advised by McNamara and Roever (2006, p. 8), testers need to engage in debate on the consequential application of their tests and need to reflect on test usage after the point of operationalization, in addition to a customary focus on the test development stages. An example relevant to EAP is provided by Shohamy (2001, p. 102), who refers to the impact of an English test in the Middle East used for university entrance, and the anxiety which was caused given the high stakes associated with success.


Errors linked to the uses to which tests are put can be linked directly to damaging sociological implications and harmful repercussions. The work of Shohamy (1998, 2001) and McNamara and Roever (2006) are particularly relevant in this respect, as they warn of the power of tests and the potential harm which can be incurred. In addition, these risks also resonate with Foucault’s postmodern concerns (Foucault, 1977; Foucault & Gordon, 1980) connected to the interplay between information-seeking and power relations.


Chapter 12: Ethics 141


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