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Consequential research of accountability testing: the case of the CET
Language Testing in Asia
AbstractThis article examines the changes taken place over the decades after a test-based accountability system was in place and proposes an agenda for consequential research of the testing program. The article starts with a review of theories of test-based accountability (Supovitz, Journal of Educational Change 10:211–227, 2009) and a socially grounded, integrated approach to test validation (Chalhoub-Deville, Language Testing 33:453–472, 2016; Chalhoub-Deville and O'Sullivan, Validity:doi:10.1186/s40468-022-00165-6 fatcat:ly23saneuzhpxbkmrovzwcb2mm