A thorough process of validation is likely to be detailed and time-consuming if done properly. However, as a starting point, a series of validity-related probing questions, such as those taken from Messick (1989, p. 16) and adapted for EAP in Table 2, can assist with some initial explorations into the construct validity of an EAP test or assessment.


Table 2: Initial probing questions in the process of EAP construct validation (adapted from Messick (1989, p. 16))


Probing question


Does the content of the EAP assessment method adequately match the content and objectives or intended learning outcomes of the EAP programme/ curriculum?


Are EAP students responding and reacting to the EAP assessment methods and enquiries in expected ways?


Does the EAP


assessment evidence relate in an expected way to external EAP behaviours in practice?


Does the EAP


assessment method allow us to investigate EAP student


differences due to various educational conventions?


Is the EAP assessment evidence sensitive to the social consequences regarding its use, such as university entrance or academic progression?


For example, are multiple measures of EAP constructs or skill areas captured to enhance reliability of results? This approach would recognize that basing grades on single samples of performance may be unreliable and, therefore, could lead to poor decisions and possible institutional entrance or rejection.


Chapter 2: Understanding construct validity in EAP assessment 19 EAP example


If one of the questions in your EAP test involves testing the use of information taken from lectures, have students been taught how to record and use information collected from lectures? Is the use of information in this way referred to in the learning objectives for this EAP course? In addition, does the assessment question and the test conditions replicate the skill and its reproduction as taught in the classroom?


As teachers of EAP and other subjects are likely to have experience of students’ abilities in use of information drawn from lectures, do the responses provided by students in EAP tests tally with teachers’ knowledge of students’ abilities as noted in other circumstances?


Are there any benchmarks or examples of EAP in practice which could be gathered to use as a comparator or criterion against which students’ EAP test performance – in this case, use of information from lectures – can be measured?


In this case, does the EAP assessment take into account that different subject areas may require information to be collected or applied in different ways?


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