Assessment in English for academic purposes

Testing and assessment in English for Academic Purposes (EAP) contexts has traditionally been carried out on the basis of a needs analysis of learners or a content analysis of courses. This is not surprising, given the dominance of needs analysis models in EAP, and a focus in test design that values adequacy of sampling as a major criterion in assessing the validity of an assessment procedure. This article will reassess this approach to the development and validation of EAP tests on the basis of the theoretical model of Messick (1939) and recent research into content specificity, arguing that using content validity as a major criterion in test design and evaluation has been mistaken. 'communicative needs', and then specifying test content.

Applied linguistics · Content (measure theory) · English language · Library science · Linguistics · Mathematics education · Media studies · Sociology · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Philosophy · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback

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