Global perspectives on language assessment. Research,theory and perspectives

Language assessment has always been challenging and a number of influencing factors can be considered, such as the learners writing performance, scorer behavior and outcomes. In recent years, there has been increasing interest in optimizing the reliability of scores attained in language performance and minimizing variabilities resulting from external factors (e.g., task types, rater types, and scoring methods). Several frameworks have been implemented to detect these reliability and variability issues (Barkaoui, 2007; Huang, 2008, 2009; Han, 2017). A more sophisticated and recent trend in language assessment practices can be found in the editing work proposed by Spiros Papageorgiou from the Educational Testing Service and Kathleen M. Bailey, a professor at Middlebury Institute of International Studies at Monterey, USA. This edited volume is critically important because the authors contributed to the book chapters through their respective doctoral dissertations, which were supported by The International Research Foundation for English Language Education (TIRF). The topics include several subtle questions about language assessment, from a variety of contexts across the world.

The tome consists of three parts, each of which includes a number of research topics. Part 1 entitled “Raters and Rating” covers four chapters. Part 2 of the book entitled “Test Development and Validation” covers seven chapters. The first three chapters are authored by BrigitaSeguis and Sarah McElwee who are researchers in the field of language testing. Part 3 entitled “Test-taker and Teacher Perspective” covers four chapters.

The book possesses several strengths that create a difference among language assessment books. First, it can give support for both teachers and professionals in the field of language assessment and professional development, to evaluate the recent global perspectives in language assessment. Second, this book includes several chapters based on the researchers’ doctoral dissertations, supported by a prominent international research foundation (e.g., TIRF) therefore the chapters exemplify comprehensive research. Finally, the book can help teachers and professionals to improve their skills in language assessment practices through the scenarios presented in each chapter. Nevertheless, the book could have been more attractive if the cover could include livelier and more striking illustrations regarding language assessment perspectives in different contexts. The tables and figures are unattractive; the use of several colours as opposed to the single one used would make the document more attractive. Finally, the low-quality paperback and the hefty price of the book, at 48,95 US dollars, contradicts its cost-effective minimum paper quality and mono-color print. Despite these small disadvantages, I recommend this book to readers who deal with language assessments for several reasons. First, the book has an e-book version and readers can obtain it online, as opposed to the hard copy. Second, the title of the book summarizes the content of the book effectively because it includes research conducted in different language contexts. The chapters are reader-friendly because when audiences analyze the book, they can see that each chapter followed the same organization of sections, which include issues that motivated the research, context of the research, the research gap, the research question addressed, research methods, data collection processes, data analysis procedures, findings and discussions, an implication for policy, practice and future research. Furthermore, each study states its limitations for the research and provides avenues for future research. Audiences can see references at the end of each chapter for additional reading. The simple organization of the content increases readability of the book and helps audiences to focus more readily on the detail of the studies. Finally, the language used in the book is quite simple and clear, so readers can read easily and discover vivid expressions.

This book is relevant to the Psychoeducational Assessment Journal’s readership because it can contribute to bridging the gap between theory and practice in sophisticated language assessment issues from a more recent and global perspective, which is highly supportive for language assessment professionals and teachers, as well as its practitioners.