Validity and fairness implications of varying time conditions on a diagnostic test of academic English writing proficiency

Abstract

A number of scholars have questioned the practice of assessing academic writing in the context of a one-off language test, claiming that the time restrictions imposed in the test environment, when compared to the writing conditions typical at university, may prevent learners from displaying the kinds of writing skills required in academic contexts. Studies which have explored this issue have thus far produced conflicting findings. This paper investigates the impact of an efficiency driven policy decision to reduce the time allowed for performance on a post-entry diagnostic test of academic writing from 55 to 30 min. It does so by comparing the performance of 30 test takers under both old and..