<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412020000200194</article-id>
<article-id pub-id-type="doi">10.14483/22487085.15998</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validity and Classroom Language Testing: A Practical Approach]]></article-title>
<article-title xml:lang="en"><![CDATA[La validez y la evaluación de lenguas en el aula de idiomas: un enfoque práctico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giraldo]]></surname>
<given-names><![CDATA[Frank]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>194</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412020000200194&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412020000200194&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412020000200194&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La validez y la validación son temas de discusión comunes en la evaluación de lenguas a gran escala. Estos temas son fundamentales porque permiten que aquellos involucrados en estos sistemas de evaluación puedan hacer interpretaciones claras, junto con las decisiones que de ellas se desprendan. No obstante, hay poca información en la literatura relacionada con la validez y la validación en contextos de aprendizaje de lenguas, donde las interpretaciones y decisiones basadas en objetivos curriculares también son fundamentales. En este artículo de reflexión, hago una revisión crítica de cómo estos dos temas son utilizados en evaluación a gran escala. Luego uso este contexto para discutir y presentar posibles aplicaciones para el aula de idiomas a través de una propuesta de enfoque para la validación de instrumentos de evaluación en este contexto. El enfoque incluye un análisis de objetivos curriculares, el diseño de especificaciones, el análisis de ítems en instrumentos de evaluación, el diseño profesional de evaluaciones, cálculos estadísticos, la validación cognitiva y, por último, análisis de consecuencias. El artículo lo concluyo con implicaciones y recomendaciones pertinentes para este proceso, además de enfatizar las razones por las cuales es vital para tener sistemas de evaluación de alta calidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Validity and validation are common in large-scale language testing. These topics are fundamental because they help stakeholders in testing systems make accurate interpretations of individuals&#8217; language ability and related ensuing decisions. However, there is limited information on validity and validation for classroom language testing, for which interpretations and decisions based on curriculum objectives are paramount, too. In this reflection article, I provide a critical account of these two issues as they are applied in large-scale testing. Next, I use this background to discuss and provide possible applications for classroom language education through a proposed approach for validating classroom language tests. The approach comprises the analyses of curriculum objectives, design of test specifications, analysis of test items, professional design of instruments, statistical calculations, cognitive validation and consequential analyses. I close the article with implications and recommendations for such endeavours and highlight why they are fundamental for high-quality language testing systems in classroom contexts.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[classroom language testing]]></kwd>
<kwd lng="en"><![CDATA[language testing]]></kwd>
<kwd lng="en"><![CDATA[validation]]></kwd>
<kwd lng="en"><![CDATA[validity]]></kwd>
<kwd lng="es"><![CDATA[evaluación en el aula de clases]]></kwd>
<kwd lng="es"><![CDATA[evaluación de lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[validación]]></kwd>
<kwd lng="es"><![CDATA[validez]]></kwd>
</kwd-group>
</article-meta>
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