ABSTRACT
This chapter presents two approaches to assessment evaluations—standards based and argument based—and extracts of language assessments reviews that included the concept of fairness. Assessment institutions have used them to guide their own internal evaluations of their assessments, and researchers have used them to plan their research agendas. L. Llosa argued that many of the studies of classroom-based assessment based on teacher judgments rely on one type of analysis—mainly correlation between teacher judgments and an external criterion, or qualitative investigations. Llosa "first articulated the claims, warrants, rebuttals, and backing needed to justify the link between teachers' scores on the ELD Classroom Assessment and the interpretations made about students' language ability". Assessment reviews have served in lieu of formal evaluations of assessments and sometimes of assessment practices. The standards-based approach to assessment evaluation attempted to general and specific qualities in assessment development, administration, scoring, and decision-making.
