introduced. Although, in terms of face validity, the subject-specific modular approach was very popular amongst academics, it was considered that the different subject modules in the test were becoming increasingly difficult to define and delineate (Criper & Davies, 1988, p. 99).
Task 5
• In your view, to what extent should test practicality take precedence over construct validity, or vice versa?
• Does your department adopt an EGAP or an ESAP approach, or a combination of the two? What is your supporting rationale for your
personal or departmental approach?
• Given the range of modules and specialism within academic disciplines, is it ever really possible to devise a test for a specific purpose which
caters for the breadth of themes within that domain?
It can be inferred from the term ‘practicality’ that the resource implications associated with the maintenance of the bank of ELTS subject-specific modules was not considered sustainable for the future of ELTS. However, this does not necessarily mean that investment in the enhancement of their construct validity may not have resulted in a more appropriate solution for stakeholders of ELTS. As explained by Williams (1988, p. 24) and Davies (2008, p. 69), there is a conflict between economics and communicative testing.
It is also interesting to note that consideration of student needs analysis, a central theme of the research conducted by Weir (1983 and 1990), did not appear to have been so central to the redesign of ELTS. Interestingly, depending on standpoint, this could be considered simultaneously as either an improvement or erosion of construct validity, as it moves away from concern with specificity and domain in terms of content validity (Widdowson, 1983) and yet also places less emphasis on the abilities students need to acquire, as identified through empirical research, in favour of post hoc ‘expert’ support for the authenticity of newly revised ELTS test items (Weir, 1990, p. 21). After the revisions to ELTS were completed, the test was launched and the word ‘International’ was added in order to acknowledge the test’s association with International Development Program Education Australia (now known as IDP) and to signal a commitment to a global outlook. The test then became known as IELTS.
Table 3 summarizes the evolution of IELTS. Again, practitioners involved in EAP assessment can follow and critique the changes which IELTS has undergone. An historical review of IELTS shows changing attitudes towards the construct of EAP proficiency.
168
Chapter 14: Learning from large-scale standardized EAP tests
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210
