Using reflexive ethnography in justifying a change in test use: A convergence between quantitative language testing and qualitative hermeneutics

The term ‘language testing and assessment’ (LTA) seems to often invoke ideas related to numbers, such as mathematical equation and statistical calculation. This makes the discipline lose touch with language practitioners who may not be adept in dealing with numbers and calculations. This paper conducts a thought experiment by bringing in reflexive ethnography (Davies, C.A. [2008]. Reflexive Ethnography: A Guide to Researching Selves and Others. Routledge: London.) to account for a series of actions pertaining to it. The aims are to add a humanistic element to the discipline in general and to feed a piece of applicability information to ethnographers in particular. Attempting at introducing an approach largely qualitative to the field of LTA can be useful for two reasons. First, it may open up possibilities for balanced views in assessing language competence in future studies, in which social factors will also be taken into account. Secondly, it could represent another case in which reflexive ethnography as a methodology may achieve generalizability. A primary research question is whether an assessment-driven change in English curriculum administration can be justified using empirical reasoning. Participatory observations, situational weigh-in, and statistical analyses are found capable of synergizing using reflexive-ethnographic perspectives for a justifiable decision-making process.

کلیدواژه ها:

Assessment program ، placement test ، empirical hermeneutic ، reflexive ethnography ، justification (Up to 5 words)