Teacher Involvement in High-Stakes Language Testing

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This book advocates for active teacher involvement in high-stakes language testing, emphasizing that greater weight should be given to teacher judgment. This approach is expected to enhance the formative potential of such tests and foster a sense of ownership among educators. The skills and knowledge gained from participating in these assessments are likely to enrich their classroom practices. The text also addresses concerns regarding teacher involvement, such as the risk of reinforcing "teaching to the test" or doubts about the reliability of teacher judgment. It argues that any lack of reliability should be addressed through training rather than exclusion from the testing process. Furthermore, engaging teachers in testing can bolster their confidence in their judgments and improve their assessment literacy. This involvement empowers educators to advocate for reforms in high-stakes language testing, making it more equitable and conducive to enhancing classroom practices. Ultimately, high-stakes language tests that incorporate teacher input facilitate more effective learning for educators, which in turn benefits their students.