ABSTRACT
The act of language testing is not neutral; although not explicitly stated, language tests are often used in a “top-down” manner as tools for defining language knowledge, implementing policies, and gatekeeping unwanted groups (Shohamy, 2001). As part of this process, teachers become the agents through whom such power and control are being exercised, as teachers are often responsible for implementing the testing policies of central agencies with no power and authority to resist. This phenomenon is especially noticed in contexts in which national and state-wide tests are used.
