ENGLISH LANGUAGE TESTING AND EVALUATION IN A CONTEXT OF LINGUISTIC PLURALITY: TRENDS, CHALLENGES AND IMPLICATIONS

Abstract

In teaching, Testing and Evaluation (T&E) is an important practice with implications for both learners and teachers alike. In English Language Teaching (ELT), the conventional understanding of T&E is becoming increasingly challenged. This is due to the reconceptualization of English as plural rather than monolithic. Again the backdrop of this shift in thinking, this study explores contemporary arguments that challenge the traditional assumptions of T&E in ELT, ideological and practical obstacles which hinder the revision of conventional T&E practices, as well as the implications of these arguments to English Language T&E in Sri Lanka. Since the study is based on secondary data, the study takes the form of a desk research. In order to collect data for the study, a keyword search was conducted on the University of Peradeniya library catalogue and the JSTOR database, and based on the relevance of the literature, 27 scholarly publications were selected. The study finds that the argument for the plurality of English has been catalytic in conceptualizing certain fundamental assumptions of T&E, and that this has led scholars to revisit conventional approaches to language testing. Although there are certain ideological and practical challenges to implementing these suggestions on test designing and marking key/ rubric development, they are nevertheless relevant to the Sri Lankan context since Sri Lanka has its own variety of English: Sri Lankan English. Based on these findings, this study recommends further research on the role of Sri Lankan English in T&E since there has been very little research conducted on the topic, as well as because of its practical relevance.