Asian Association for Language Assessment

A comprehensive learning system (CLS) is driven by an explicitly  described approach to learning and progression in language. This  approach is operationalized through its influence on all decisions  around curriculum design, the delivery of the curriculum in and  associated with assessment practices. The CLS is also very much driven  by the context within which it is developed. The socio-cognitive (SC)  approach also acknowledges the importance of context, recognizing the  centrality of the test taker as the primary stakeholder. Both the CLS  and the SC approach rely on explicitly described models of the cognitive  and social aspects of language development and use.

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Where  a test is introduced into a learning system, there must be clear  evidence that it is appropriate both in terms of content and cultural  approach. In other words it must be shown to fit philosophically with  the CLS into which it is to be introduced. Without evidence of such fit,  there is a significant risk of misfit, significantly threatening the  stability of the system. In order to reduce the risk of this happening,  the test should be either built locally or shown to fit either through a  linking project or through localisation.

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In  this presentation, I will demonstrate how the thinking behind the  comprehensive learning system is reflected in the socio-cognitive model  of test development and validation, which in turn is the primary driver  behind the concept of localisation. Since the success of any learning  system is dependent on appropriate decisions being made by well-informed  policy makers, it is critical that we find ways of conveying these  ideas to such people. Otherwise, public education systems will continue  to fall out of sync with the needs of the stakeholders for which they  are intended to serve.