Introduction to Special Issue

Although recent frameworks for test validation have emphasized utilization as a key component (e.g. Bachman & Palmer, 2010; Chapelle, 2012; Kane, 1992), what happens in the sometimes messy contexts where assessments are carried out is often not documented. This is perhaps because test developers are more focused on defining and operationalizing test constructs than on issues of implementation. It may also be the case that those who actually use assessment tools either lack the relevant expertise to evaluate them or are simply too busy with day-to-day practical matters to reflect and report on how these assessment tasks or systems are functioning in the context of concern.