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1、ANTONYJOHNKUNNANLARGESCALELANGUAGEASSESSMENTSINTRODUCTIONLarge-scalelanguageassessmentshavebecomeincreasinglyimportantinthelast25yearsinmanypartsoftheworldintheschool,college,anduniversitycontexts.Thistypeofassessmentisusedintheschoolcontextmainlytomonitorstudentprogres
2、sthroughstandardizedtestadministration,scoring,andreporting,tocollectuniformbaselineinformationfromalargegroupofstudentsacrossgeographicalareas,toprovidediagnosticinformationtoallstakeholders(teachers,stu-dents,parents,school,administrators,etc.),andforstatelevelaccount
3、-abilitypurposes.Atthecollegeanduniversitylevels,thistypeofassessment(popularlyknownastheentranceexamination)isusedpri-marilyinthescreeningandselectionofapplicantstotheseinstitutions,inmeasuringstudentachievementacrossgeographicalregionsforaccountabilitypurposes,toencou
4、ragecompetition,andtoensureequalopportunities(asonlythehighlyablecanberewardedwithadmissiontocollegesanduniversitiesandjobopportunities).Asvariedasthesepurposesare,themainfeatureoflarge-scalelanguageassessmentistheuniformityoftestsandtestingpractice(includingtestadminis
5、tra-tion,scoring,reporting,andscoreinterpretation)acrossgeographicalregions,administrationtime,testratersandscoreinterpretation.Thishasbeenlargelypossiblebecauseofthein?uencesofmoderneduca-tionalmeasurementtheoryonlarge-scaleassessmentpractice.Whilethisemphasisonuniform
6、ityhasservedlargescalelanguageassessmentreasonablywell,therehavebeencriticismsregardingthein?exibilityoftestconceptualizationanddesign,alackoffairnessresearch,andinadequateskillsdiagnosisandfeedbacktotestscoreusers.Thesetopicsandchallengesarediscussedafterabriefexaminat
7、ionoftheearlydevelopmentsoflarge-scalelanguageassessment.EARLYDEVELOPMENTSItcanbearguedthattheprehistoryoflarge-scaleassessmentsystemstartedwiththeChineseCivilServiceexaminationsysteminstitutedinImperialChinaasearlyastheHanDynasty(202BCEto221CE),con-tinuedduringtheSuiem
8、perors(589–618CE)andT’ang(618–906),withheavyrelianceduringtheMing(1368–1644)andtheQingemperorsE.ShohamyandN.H.
