Equity in language assessment: A validity perspective

Abstract

This editorial explores the intersection of equity and validity in language assessment, focusing on language-minoritized test-takers. Recognizing that tests often perpetuate inequitable power dynamics, our special issue, ‘Equity Orientations for Validity Frameworks: Exploring the Intersections of Language and Assessment for Language-Minoritized Learners,’ gathers research conducted in China, Iran, and the United States. The three empirical papers examine the socio-historical contexts of minoritization, challenging traditional validity frameworks in language assessment by centering on the diverse experiences of minoritized communities. The editorial argues for an equity-focused approach, emphasizing the importance of bi/multilingualism and intersectional perspectives in validity research. We propose a transdisciplinary ‘toolbox’ for researchers, advocating for methodologies that capture the complex realities of test-takers’ lives. This collection aims to inspire future studies to challenge and expand traditional validity frameworks, promoting social justice and culturally responsive assessment practices that empower all learners.

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