ABSTRACT
Large-scale language assessments, as described by Antony John Kunnan and Grabowski K are used for multiple purposes in multiple contexts. The multiple contexts include school, college, university, workplace, immigration, and citizenship. Holland P. and H. Wainer's second and third aspects suggested that scores of different subgroups should ideally have similar predictive validity with an external criterion for these subgroups. Reliability or consistency and dependability of performance and scoring are well-known markers of a high-quality assessment. For fairness and justice to work in an assessment context, public justification or public reasoning should be part of the process of engaging all stakeholders. Sensitivity reviews of tests used in most US school and college districts include additional aspects such as cultures, religions, socio-economic groups, and disabilities. The most important recommendation that can be made for large-scale assessment is the area of public justification and reasoning.
