Paper Status Tracking
Contact us
[email protected]
Click here to send a message to me 3275638434
Paper Publishing WeChat

Article
Affiliation(s)

University of Professional Studies, Accra (UPSA)

ABSTRACT

The paper reviews issues in language assessment, especially pertaining to the challenges faced in examining 
non-native speakers of English. The review revealed that low proficiency levels of well-established standard 
varieties of English affect the test achievement of non-native speakers across the world. Furthermore, the absence 
and improper evaluation of English tests, coupled with pooreducational systems in Africa, Asia, and the Caribbean 
lead to very low achievement in English. Based on the review, the paper recommends the use of accommodation, 
culture-specific designed tests, and more research as remedy for the problems. Areas of future research for Africa 
and specifically, Ghana are recommended. 

KEYWORDS

language assessment, ESL, assessment evaluation, accommodation 

Cite this paper

References

Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometric issues. Educational Assessment, 8(3), 231-257.

Abedi, J. (2004). The No Child Left Behind act and English language learners: Assessment and accountability issues. Educational Researcher, 33(1), 4-14.

Abedi, J., Hofstetter, C. H., & Lord, C. (2004). Assessment accommodations for English language Learners: Implications for policy-based empirical research. Review of Educational Research, 74(1), 1-28.

Abedi, J., Lord, C., Hofstetter, C. H., & Baker, E. (2000). Impact of accommodation. Strategies on English language learners’ test performance. Educational Measurement: Issues and Practice, 19(3), 16-26.

Abioye, T. (2010). Managing language testing in Nigerian large classes: Processes and prospects. English Language Teaching, 3(2), 82-87.

Acheoah, J. E. (2014). Ordinary level English in Nigeria: On assessment and failure. International Journal of English Language, Literature and Translation Studies, 1(2), 1-5. Retrieved from www.ijelr.in/vol.Issue.2.2014.htm

Arcuino, C. L. T. (2013). The relationship between the test of English as a foreign language (TOEFL), the international English language testing system (IELTS) scores and academic success of international master’s students (Ph.D. thesis, Colorado State University Fort Collins, Colorado).

Artiles, A. J., Rueda, R., Salazar, J. J., & Ignacio, H. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71(3), 283-300.

Brown, D. H., & Abeywinkrama, P. (2010). Language assessment: Principles and classroom practice (2nd Edition). New York: Pearson Education.

Butler, F. A., & Stevens, R. (2001). Standardized assessment of content knowledge of English language learners K-12: Current trends and old dilemmas. Language Testing, 18(4), 409-427.

Canagarajah, S. (2006). Changing communicative needs, revised assessment objectives: Testing English as an international language. Language Assessment Quarterly, 3(3), 229-242.

Carrier, M., & Khalif, H. (2014). Cambridge English: Case studies. Cambridge: Cambridge English Assessment, Cambridge University.

Casillas, A., & Robbins, S. B. (2005). Test adaptation and cross-cultural assessment from a business perspective: Issues and recommendations. International Journal of Testing, 5(1), 5-21.

CHENG, L. Y., WU, Y. F., & LIU, X. Q. (2015). Chinese university students’ perceptions of assessment tasks and classroom assessment environment. Language Testing in Asia, 5(13), 1-17. Retrieved from http://dx.doi.org/10.1186/s40468-015-0020-6

Davies, A., Hamp-Lyons, L., & Kemp, C. (2003). Whose norms? International proficiency test in English. World Englishes, 22(4), 571-584.

Dery, R. G., & Addy-Lamptey, W. (2006). Effects of classroom assessment scores on the final scores used in grading students at senior high school in Ghana. A report for the West African Examination Council.

Educational Testing Service. (2009). Guidelines for the assessment of English language learners. A guideline by the Educational Testing Service, USA.

Fulcher, G. (2000). The communicative legacy in language testing. System, 28, 483-497.

Gonzalez, A. B. (1996). Testing English as a foreign language: An overview of methodological considerations. RESLA, 11, 17-49.

GU, L. (2014). At the interface between language testing and second language acquisition: Language ability and context of learning. Language Testing, 31(1), 111-133.

Haggerty, J. F., & Fox, J. (2015). Raising the bar: Language testing experience and second language motivation among South Korean young adolescents. Language Testing in Asia, 5(11), 1-16, Retrieved from http://dx.doi.org/10.1186/s40468-015-0018-0

Hamid, M. O. (2014). World Englishes in international proficiency tests. World Englishes, 33(2), 263-277.

Harding, L., Alderson, C. J., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, Special Issue, 32(3), 1-20.

Howie, S., Venter, E., & Surette, van S. (2008). The relationship between English second language proficiency and mother tongue in non-native English speakers in South Africa. Paper presented at The International Research Conference of the International Association for the Evaluation of Educational Achievement, Taipei, Taiwan.

HU, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2), 93-105.

Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197.

MacIntyre, P. D., Noel, K. A., & Clement, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265-287.

Mihara, K. (2015). An analysis of the differences among L2 listening comprehension test formats. Language Testing in Asia, 5(12), 1-16. Retrieved from http://dx.doi.org/10.1186/s40468-015-0021-5

Mireku, K. D., Amedahe, F. K., & Etsey, K. (2005). Opportunity to learn English and Mathematics in Ghanaian primary schools. A report of a study conducted on behalf of Ghana Education Service, Curriculum Research and Development Division (CRDD) to facilitate the Basic Education Comprehensive Assessment System (BECAS).

National Education Assessment Unit. (2014). Ghana 2013 national education assessment technical report. Ghana: Education Service, Ministry of Education.

Nkechi, M. C. (2008). Social and educational impact of language assessment in Nigeria. Nordic Journal of African Studies, 17(3), 198-210.

Ong, S. L., & Sireci, S. G. (2008). Using bilingual students to link and evaluate different language versions of an exam. US-China Education Review, 5(11), 37-46.

Plough, I. C., & Briggs, S. L. (2004). A multi-method analysis of evaluation criteria used to assess the speaking proficiency of graduate student instructors. Review of Educational Research, 74(1), 1-28.

Ramanathan, H. (2008). Testing of English in India: A developing concept. Language Testing, 25(1), 111-126.

Ross, S. J. (2008). Special issue language testing in Asia: Evolution, innovation, and policy challenges. Language Testing, 25(1), 5-13.

Solano-Flores, G., & Trumbull, E. (2003). Examining language in context: The need for new research and practice paradigms in the testing of English-language learners. Educational Researcher, 32(2), 3-13.

Stephens, C. (2004). Formative approaches to constructing syllabuses for the Caribbean advanced proficiency examinations. Caribbean Curriculum, 11, 115-128.

Templer, B. (2002). High-stakes testing at high fees: Notes and queries on the international English proficiency assessment. Critical Education Policy, 2(1), 189-256.

Tom-Lawyer, O. (2014). An evaluation of the English language curriculum of the Nigeria certificate in education: A case study of a college of education. Open Journal of Social Sciences, 2, 69-79.

Williams-Pike, E. P. (2014). School leaders’ perceptions of Caribbean students’ English language needs (Ph.D. thesis, Walden University).

Wilmut, J., & Yakasai, M. I. (2006). A brief review of the assessment of student achievement in Kaduna, Kano and Kwara states of Nigeria. A report prepared to the DfID/World Bank SESP preparation mission.

Wolf, M. K., KAO, J., Herman, J., Bachman, L., Bailey, A., Bachman, P. L., Farnsworth, T., & CHANG, S. M. (2008). Issues in assessing English language learners: English language proficiency measures and accommodation uses. Los Angeles: A Practice Review by National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California. Retrieved from http://files.eric.ed.gov/fulltext/ED502283.pdf

Worrell, P. (2004). Addressing cultural diversity in a Creole space: The SEMP language arts curriculum. Caribbean Curriculum, 11, 1-22.

ZHENG, Y., & CHENG, L. (2008). Test review: College English test (CET) in China. Language Testing, 25, 408-417.

About | Terms & Conditions | Issue | Privacy | Contact us
Copyright © 2001 - David Publishing Company All rights reserved, www.davidpublisher.com
3 Germay Dr., Unit 4 #4651, Wilmington DE 19804; Tel: 1-323-984-7526; Email: [email protected]