![]() Bachman (2004) has argued that these two approaches are quite distinct because they are based on different ways of defining the construct we intend to assess, and different assessment use arguments. In the recent history of language testing, 2 one can trace a dialectic, if you will, between what has been called construct-based and task-based approaches to language testing (e.g., Skehan, 1998). Furthermore, the way we view abilities and contexts - whether we see these as essentially indistinguishable or as distinct - will determine, to a large extent, the research questions we ask and how we go about investigating these empirically. 1 The way we view these roles has clear implications for the way we define the constructs we intend to assess, and for the way we interpret and use assessment results. For (.)ġA persistent problem in language assessment has been that of understanding the roles of abilities and contexts, and the interactions between these, as they affect performance on language assessment tasks. 2 In this paper, I will focus on research and theory in language testing since the early 1960s. ![]()
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