Advancing integrity in language assessment: Response to Bruce et al.
This Readers Respond article engages with Bruce et al. (2025), which explores UK university stakeholders' perceptions of English language proficiency (ELP) tests. We acknowledge that such studies are motivated by the need to understand institutional contexts and priorities, while noting that more ro...
| Publicado en: | ELT Journal: English Language Teaching Journal Vol. 80; no. 3; pp. 413 - 418 |
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| Autores principales: | , |
| Formato: | Artículo |
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Oxford University Press / USA
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=195128136&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 195128136 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09510893 ELT jtl: ELT Journal: English Language Teaching Journal issn: 09510893 maglogo: N pubinfo: dt: Jul2026 vid: 80 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 195128136 10.1093/elt/ccaf065 ppf: 413 ppct: 5 formats: tig: atl: Advancing integrity in language assessment: Response to Bruce et al. aug: au: Kostromitina, Maria Cardwell, Ramsey L su: Language ability testing English language ability testing Educational outcomes Language ability English language Organizational transparency Universities & colleges sug: subj: Language ability testing English language ability testing Educational outcomes Language ability English language Organizational transparency Universities & colleges keyword: assessment copyrightHolder:Oxford University Press copyrightYear:2026 inLanguage:en language testing publisher:Oxford University Press research quality research transparency sameAs:https://dx.doi.org/10.1093/elt/ccaf065 ab: This Readers Respond article engages with Bruce et al. (2025), which explores UK university stakeholders' perceptions of English language proficiency (ELP) tests. We acknowledge that such studies are motivated by the need to understand institutional contexts and priorities, while noting that more robust forms of evidence are essential for evaluations of test quality. Drawing on Plonsky's (2024) framework for assessing research quality and transparency, we highlight opportunities to enhance future studies through the inclusion of student performance data, broader and more balanced sampling, and clear reporting of researcher affiliations. We discuss how these practices enrich interpretations of stakeholder views and support nuanced evaluations of both established and newer ELP tests. Our response aims to contribute to an ongoing, constructive dialogue about evidence-based decision-making in high-stakes assessment, emphasizing that combining multiple forms of validity evidence can help institutions make informed, fair, and transparent choices that best serve students and educational outcomes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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