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  • Pill & Harding (2013)

    Rights statement: The final, definitive version of this article has been published in the Journal, Language Testing, 30 (3), 2013, © SAGE Publications Ltd, 2013 by SAGE Publications Ltd at the Language Testing page: http://ltj.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/

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Defining the language assessment literacy gap: evidence from a parliamentary inquiry

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Defining the language assessment literacy gap: evidence from a parliamentary inquiry. / Pill, John; Harding, Luke.
In: Language Testing, Vol. 30, No. 3, 07.2013, p. 381-402.

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Pill J, Harding L. Defining the language assessment literacy gap: evidence from a parliamentary inquiry. Language Testing. 2013 Jul;30(3):381-402. doi: 10.1177/0265532213480337

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@article{cca0c95cb60c43b7a12f8d971e07931c,
title = "Defining the language assessment literacy gap: evidence from a parliamentary inquiry",
abstract = "This study identifies a unique context for exploring lay understandings of language testing, and by extension for characterising the nature of language assessment literacy among non-practitioners, stemming from data in an inquiry into the registration processes and support for overseas trained doctors by the Australian House of Representatives Standing Committee on Health and Ageing. The data come from Hansard transcripts of public hearings of the inquiry. Sections of the data related to language and language testing (as part of the current registration process for doctors seeking employment in Australia) were identified and coded using a thematic analysis. Findings reveal misconceptions about who is responsible for tests and for decisions based on scores in this context, as well as misconceptions about language testing procedures. Issues also emerge concerning the location of expertise in language and language testing. Discussion of these findings contributes to current debate within the language testing community (e.g., Taylor, 2009) about where responsibility lies for increasing language assessment literacy among non-practitioner stakeholders, and how this might best be achieved.",
keywords = "Advocacy, International English Language Testing System (IELTS) , language assessment literacy , language policy , Occupational English Test (OET) , overseas trained doctors (OTDs)",
author = "John Pill and Luke Harding",
note = "The final, definitive version of this article has been published in the Journal, Language Testing, 30 (3), 2013, {\textcopyright} SAGE Publications Ltd, 2013 by SAGE Publications Ltd at the Language Testing page: http://ltj.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/ ",
year = "2013",
month = jul,
doi = "10.1177/0265532213480337",
language = "English",
volume = "30",
pages = "381--402",
journal = "Language Testing",
issn = "0265-5322",
publisher = "SAGE Publications Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - Defining the language assessment literacy gap

T2 - evidence from a parliamentary inquiry

AU - Pill, John

AU - Harding, Luke

N1 - The final, definitive version of this article has been published in the Journal, Language Testing, 30 (3), 2013, © SAGE Publications Ltd, 2013 by SAGE Publications Ltd at the Language Testing page: http://ltj.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/

PY - 2013/7

Y1 - 2013/7

N2 - This study identifies a unique context for exploring lay understandings of language testing, and by extension for characterising the nature of language assessment literacy among non-practitioners, stemming from data in an inquiry into the registration processes and support for overseas trained doctors by the Australian House of Representatives Standing Committee on Health and Ageing. The data come from Hansard transcripts of public hearings of the inquiry. Sections of the data related to language and language testing (as part of the current registration process for doctors seeking employment in Australia) were identified and coded using a thematic analysis. Findings reveal misconceptions about who is responsible for tests and for decisions based on scores in this context, as well as misconceptions about language testing procedures. Issues also emerge concerning the location of expertise in language and language testing. Discussion of these findings contributes to current debate within the language testing community (e.g., Taylor, 2009) about where responsibility lies for increasing language assessment literacy among non-practitioner stakeholders, and how this might best be achieved.

AB - This study identifies a unique context for exploring lay understandings of language testing, and by extension for characterising the nature of language assessment literacy among non-practitioners, stemming from data in an inquiry into the registration processes and support for overseas trained doctors by the Australian House of Representatives Standing Committee on Health and Ageing. The data come from Hansard transcripts of public hearings of the inquiry. Sections of the data related to language and language testing (as part of the current registration process for doctors seeking employment in Australia) were identified and coded using a thematic analysis. Findings reveal misconceptions about who is responsible for tests and for decisions based on scores in this context, as well as misconceptions about language testing procedures. Issues also emerge concerning the location of expertise in language and language testing. Discussion of these findings contributes to current debate within the language testing community (e.g., Taylor, 2009) about where responsibility lies for increasing language assessment literacy among non-practitioner stakeholders, and how this might best be achieved.

KW - Advocacy

KW - International English Language Testing System (IELTS)

KW - language assessment literacy

KW - language policy

KW - Occupational English Test (OET)

KW - overseas trained doctors (OTDs)

U2 - 10.1177/0265532213480337

DO - 10.1177/0265532213480337

M3 - Journal article

VL - 30

SP - 381

EP - 402

JO - Language Testing

JF - Language Testing

SN - 0265-5322

IS - 3

ER -