1. Introducing Challenges in Language Testing Around the World -- 2. Problems Caused by Ignoring Descriptive Statistics in Language Testing -- 3. Disregarding Data Due Diligence Versus Checking and Communicating Parametric Statistical Testing Procedure Assumptions -- 4. Washback of the Reformed College English Test Band 4 (CET-4) in English Learning and Teaching in China, and Possible Solutions -- 5. Fairness in College Entrance Exams in Japan and the Planned Use of External Tests in English -- 6. (Mis)use of High-stakes Standardized Tests for Multiple Purposes in Canada? A Call for an Evidence-based Approach to Language Testing and Realignment of Instruction.

This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.