2025/11/28 by Maria Kostromitina, Ramsey Cardwell · 1 voice
Arts and Humanities · Decision Sciences · Social Sciences · #EFL/ESL Teaching and Learning #Psychometric Methodologies and Testing #Student Assessment and Feedback
paper · doi:10.1093/elt/ccaf065
openalex publication_date 2025/11/28 · openalex created_date 2026/01/09 · openalex updated_date 2026/07/07
Abstract This Readers Respond article engages with Bruce et al. (2025), which explores UK university stakeholders’ perceptions of English language proficiency (ELP) tests. We acknowledge that such studies are motivated by the need to understand institutional contexts and priorities, while noting that more robust forms of evidence are essential for evaluations of test quality. Drawing on Plonsky’s (2024) framework for assessing research quality and transparency, we highlight opportunities to enhance future studies through the inclusion of student performance data, broader and more balanced sampling, and clear reporting of researcher affiliations. We discuss how these practices enrich interpretations of stakeholder views and support nuanced evaluations of both established and newer ELP tests. Our response aims to contribute to an ongoing, constructive dialogue about evidence-based decision-making in high-stakes assessment, emphasizing that combining multiple forms of validity evidence can help institutions make informed, fair, and transparent choices that best serve students and educational outcomes.