Language Testing Fairness Framework

Absence of bias, equitable treatment, and equal opportunity to learn, especially in achievement tests.

Fairness in tests, ensuring consistent interpretations and uses of scores for various groups.

A logical structure supporting the meaning and use of test scores.

A rebuttal against potential biases in a validity argument, addressing score-based interpretations and uses in different groups.

Factors that create unequal scores or interpretations based on differences in groups.

The degree to which a test measures what it intends to measure.

Broad theories about fairness and equality, often used to understand test fairness.

Guidelines for testing practices provided by a group of experts.

A multifaceted concept focusing on validity, access, administration, bias absence, social consequences, and test use consequences in language tests.

Two crucial fairness aspects of language tests that are often overlooked, focusing on test accessibility and equitable test administration.

Important fairness components of tests that ensure the test measures what it intends to measure and is unbiased in relation to test takers' background.

Fairness relating to the potential impacts of test scores, potentially relating to unfair outcomes or decisions and impacting diverse groups.

A language testing fairness model that expands the concept of fairness to include elements like test access, administration, and consequences, broadening previous models.

A coherent way to address fairness by considering the validity and use of assessment or test results.

Combining different fairness criteria to support a cohesive fairness argument.

The process of planning and prioritizing research for fairness in language testing, including prioritizing issues and evaluating fairness.

A test is fair if it does not systematically favor or disadvantage certain groups based on irrelevant characteristics like race, gender, or socioeconomic status.

Everyone taking a test should experience the same testing conditions and procedures, regardless of their background or identity.

A test is fair if it assesses content that everyone has had a reasonable opportunity to learn beforehand.

Fairness does not require everyone to get the same score, but rather that individuals with the same ability levels have an equal chance of achieving similar scores.

Gathering multiple types of evidence, like analyzing test content, score patterns in subgroups, and correlations with external measures, to support the fairness of a test.

Fairness is deeply connected to validity. A test is considered valid if it measures what it intends to measure, and this includes assessing fairness across different groups.

Examining test results for different groups (e.g., race, gender) to identify any potential disparities or biases.

Factors that are not directly related to the intended skill or knowledge being measured by a test. These factors can influence test scores, leading to unfair comparisons.

The amount and quality of experience in learning a language significantly influences performance on language proficiency tests.

The internal structure of a test should be consistent with the theoretical model of the skill or knowledge being measured.

The actions and outcomes that result from test scores.

Arguments that challenge the validity of a test, especially when it comes to fairness.

Understanding how fairness is crucial for using test results ethically and responsibly.

Developing methods and frameworks to study and address fairness in testing.

Using logical arguments and evidence to support the validity of a test.

Making fairness a central part of the process of developing and using tests.

Differential Item Functioning, when test items perform unequally across different groups.

How well a test measures the intended underlying trait or concept.

Educational Testing Service.

To ensure tests are reliable, unbiased, and fair for all test-takers.

To guide language testing professionals in ethical testing practices.

To establish fair and ethical testing practices in education.