AbstractThis chapter presents a reflective analysis of the discourse and practices regarding
the written test in three coordinated introductory/intermediate language
programs (French, German, and Spanish) at a large public university. Written
tests that students complete in class are specifically targeted because this type
of assessment tends to reflect traditional ideologies and practices, focused on
measuring accuracy and declarative knowledge, at odds with calls for teaching
(and assessing) language and culture as integrated and situated practices
(Kramsch, 2014; MLA, 2007; National Standards, 2015). This chapter examines how the collective imagined conceptualizations of paper-based written tests affect
discourse, design, and Graduate Teaching Assistants’ professional development.
The analysis starts by considering the terminology used in each program, as
it conveys specific ideologies about testing. To evaluate how successful the
programs’ written tests are in reflecting the pedagogical approach, their role and
position are examined, followed by a comparative analysis of three recent tests.
The contribution then goes on to describe the current procedures for written
test development and offers both a reflection on the challenges encountered and
possibilities for written tests in coordinated language programs going forward.
The chapter concludes with general recommendations to engage into a rethinking
and reframing of what testing language in the classroom means.
Works published here are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.