Introduction

The language tests reviewed in the previous chapter involved the grammar sections from large-scale tests designed to measure global language proficiency, typically for academic purposes. Like other large-scale and often high-stakes tests, they were designed to make institutional decisions related to placement into or exit from a language program, screening for language proficiency or reclassification of school status based on whether a student had achieved the language skills necessary to benefit from instruction in the target language. These tests provide assessments for several components of language ability including, among others, aspects of grammatical knowledge. In terms of the grammar sections of the tests reviewed, a wide range of grammar points were assessed and, except perhaps for the CEP Placement Test, the selection of test content was relatively removed from the local constraints of instruction in specific contexts. These large-scale tests were designed as one-shot, timed assessments for examinees who bring to the testing situation a variety of experiences and proficiency levels. The tests were different in the ways in which the qualities of usefulness were prioritized, and the compromises that ensued from these decisions.

Although large-scale, standardized tests have an important role to play in some school decisions and can have a positive impact on learning and instruction, the primary mandate of large-scale exams is different from that of classroom assessment. In the first place, large-scale language assessments are not necessarily designed to promote learning and influence teaching in local contexts.