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Collaboration in Language Testing and Assessment


Edited By Dina Tsagari and Ildikó Csépes

The Guidelines for Good Practice of the European Association for Language Testing and Assessment (EALTA) stress the importance of collaboration between all parties involved in the process of developing instruments, activities and programmes for testing and assessment. Collaboration is considered to be as important as validity and reliability, providing a crucial prerequisite for responsibility and respect for students. The papers, covering a range of topics that consider both realities and prospects of collaboration, were originally presented at EALTA conferences from 2008 to 2010.


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David Newbold: Local Institution, Global Examination: Working Together for a ‘Co-certification’


127 Local Institution, Global Examination: Working Together for a ‘Co-certification’ David Newbold1 University of Ca’ Foscari, Venice The gap between major testing organizations whose products are intended for a world market, and the institutions which use them across the globe can seem potentially unbridgeable from a local perspective. For the testing organization, the challenge is to produce language tests which are objective, culturally unbiased, politically correct, and universally valid (and one could add some more qualities to this list). But for the test taker, and for the teachers and institutions who have to make choices about which tests to use, the resulting tests may be perceived at best as anodyne, and at worst inappropriate. This paper charts the progress and pitfalls of an experiment in co-certification – a collaborative process by which a local institution worked with an international assessment agency to adapt an existing suite of tests, with the aim of making it more suited to local needs. Six years on, the co-certification appears to be a ‘niche’ product requiring a considerable investment of time and energy by both partners. However, we believe that it is increasingly in the interests of global testers to be sensitive to local needs and contexts; that the project we have described shows that collaboration is possible, and can lead to better tests; and that the model outlined could be adapted to other, quite different, contexts. Key words: co-certification, external assessment, CEFR 1. Collaboration – but between whom? 1.1 The need for collaboration The growing importance...

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