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Innovation in Language Learning 16th Edition 2023

A Critical Look into Authentic Assessment of Language

Sarah Munchinski

Abstract

Each day the policies and procedures involving the assessment of language acquisition impact the lives of millions of language learners across the globe. These testing protocols and customs carefully constructed by institutions of power have been adopted by most of society and directly align with the ideals upheld by language tests, namely those that have been standardized and utilized to determine the extent to which a person has developed proficiency in language. Researchers and theorists have been advocating for innovation within this discipline for some time as the current language testing practices that have been in place for decades hold one singular definition of what it means to be proficient, what kind of English is acceptable, and often it is linked to discriminatory practices such as monolingualism and native speakerism. Tests such as the TOEFL and IELTS often assess rote memorization and one’s ability to identify correct grammatical structures rather than to produce this language organically. When test takers receive high marks and gain admission into institutions or work settings, many struggle to formulate meaning and interact within this new environment upon admission into that space (Saglam, 2018). Furthermore, the sociopolitical factors upholding outdated perceptions and notions of “proficiency” prevent innovation and personalization of language tests to fit the needs, strengths and goals of learners acquiring language. Frameworks such as Critical Language Testing (CLT), Translanguaging, English as a Lingua Franca (ELF) and World Englishes (WE) all served as critical lenses guiding this research into a relatively new and innovative form of additional language assessment. Incorporating elements from more familiar assessment strategies such as task-based or content-based language assessment, authentic assessment of language presents inherent opportunities as well as notable challenges for both learners and instructors of language.

 

Keywords

Authentic Assessment, Alternative Assessment, Language Learning, Second Language Acquisition, Translingualism

References

 

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Publication date: 2023/11/10
ISBN: 979-12-80225-69-6
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