Messick’s unitary approach


In terms of a more consolidated view, Messick (1989) is recognized as changing the way in which validity is defined and approached through his particular description of construct validity as a unitary concept with various features. This view prioritizes concern for creating tests which include accurate reflections of relevant constructs, but also draws attention to the appropriate usage of test results, given the consequences for people’s lives.


Task 8


• Read the scenarios as described in Table 1 and identify what might challenge the validity of the EAP assessments which have been described.


• How could the assessments or the surrounding situation be improved?


• With a colleague, discuss any similar experiences that you may have encountered in your own work.


Table 1: EAP test validity scenarios


Scenario 1 The syllabus and teaching for Term 2 of Module EAP21 includes a week of tuition, during which, students are taught how to structure and deliver an academic presentation at a British university. At the end of the first term, students also had to complete an assessed presentation which contributes 10% to the same module’s overall grade.


Scenario 2 Students in Class A are all taking an International Foundation Programme at your institution. Most students in Class A are getting excellent grades in their three subject modules, including in the lecturers’ feedback on their academic writing. However, the grades which the same students are getting in their EAP module are much lower.


Scenario 3 Several students taking Module PM32, part of a pre-master’s programme for students working towards postgraduate Management Studies, have complained that their EAP tests are not an accurate reflection of the management skills which they require.


Scenario 4 Science students in your EAP group have complained that your academic writing class is too essay-focused.


Scenario 5 EAP test design and marking at your university is generally given to new members of EAP staff as a training and development opportunity.


18 Chapter 2: Understanding construct validity in EAP assessment


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