So, why do we need relationships with stakeholders in language testing? A view from the UK

Stakeholders are identified as those who make decisions and those who are affec ted by those decisions. Such a definition makes the range of possible stakes in assessment and testing very wide. These 'stakes' are categorized in terms of test research and development functions, curriculum i...

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Bibliographic Details
Published in:Language testing 1997-11, Vol.14 (3), p.304-314
Main Author: Rea-Dickins, Pauline
Format: Article
Language:English
Subjects:
Change Agents
Child Language
Foreign Countries
Government School Relationship
Language Tests
Measurement Techniques
Parent Role
Second Language Learning
Student Participation
Teacher Role
United Kingdom
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Summary:Stakeholders are identified as those who make decisions and those who are affec ted by those decisions. Such a definition makes the range of possible stakes in assessment and testing very wide. These 'stakes' are categorized in terms of test research and development functions, curriculum innovation and implementation, and accountability functions. The article examines some of the contributions that stakeholders such as learners, teachers and parents have in the assessment process. It also examines the relationship between experts and government. Participation by stakeholders is not limited to providing a forum for stakeholders to express their views but it is also about equipping teachers, parents and others with infor mation so that they may take appropriate action. In this way a stakeholder approach to assessment has the effect of democratizing assessment processes, of improving relationships between those involved, and thereby of promoting greater fairness.
ISSN:0265-5322
1477-0946
DOI:10.1177/026553229701400307