Abstract
With the anticipated 2020 reform of national testing of university applicants, test validation will play an even greater role in the Japanese educational context. English language assessment, in particular, has received more attention due to the inclusion of an oral communication test. In such times of change, this paper aims to: 1) provide a brief historical overview of how the concept, issues, and practice of test validation have evolved in the last century, and 2) offer suggestions as to how Japanese universities might proceed in selecting from an array of commercially available English language tests for admission purposes. Beginning with Messick’s (1989) definition of validation, this paper will touch upon key concepts of both old and new validation models, including criterion-model, content-model, construct-model, and the argument-based validation model. Research findings call for a careful, systematic, and ethical approach towards fulfilling the demands of the upcoming changes that should take into consideration fairness to test takers, as well as potential washback of test use.
