Validity of Assessments for English Language Learning Students in a National/ International Context

Abstract

This paper provides a summary of research that shows a substantial
 performance gap between native and non-native speakers of
 assessment language. Such a performance gap increases with the
 level of language demand of the test items. Results of studies
 indicate that unnecessary linguistic complexity may impact
 reliability and validity of the assessment outcomes. To control for
 language factors as a source of bias, this paper introduces the
 concept of linguistic modification of assessment through which
 unnecessary linguistic complexity of test items is reduced or
 eliminated. The paper recommends that test developers be aware
 of the impact of linguistic complexity in assessment and should
 plan to control for such possible source of bias.