Abstract:
Applied linguists should strive to ensure that the tests they design and use are not
only fair and socially acceptable, but also have positive effects – this, in light of
the fact that tests can sometimes have far-reaching and often detrimental effects
on test-takers. What this paper will attempt to do, is highlight how this concern
for responsible test design is articulated in an emerging framework for applied
linguistics. The paper begins by questioning the role of applied linguists working
within this framework before focusing specifically on the concepts of accountability,
dual accountability, public accountability and academic accountability with particular
reference to their use in language and academic literacy testing. The last part of this
paper sees the practical application of the concept of (academic) accountability to
the Test of Academic Literacy for Postgraduate Students (TALPS). With regard to the
accountability of the test developers, which is the focus of this article, the intervention
programme which follows the test must be considered.
