Geldigheid vanuit drie paradigmas beskou: ’n eenheid, of ’n veelheid van perspektiewe?
Van Dyk, Tobias Johannes
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Language tests are the norm at institutions of higher education nowadays, either before or after admission. Such tests, or the decisions taken on the basis of the results, can contribute to inclusion or exclusion. In post-1994 South Africa it is obviously important that a concept such as ‘validity’ be investigated thoroughly, as the impact of the aforementioned tests may be far-reaching. This article therefore discusses the concept ‘validity’ from a philosophical perspective on the foundations of applied linguistics and defines it according to three paradigms, i.e. a traditional paradigm, the contemporary/conventional view and a more acceptable, extended paradigm. The crux of the argument is that validity can be an attribute of a test and be explicated as constitutive concept by further (regulative) ideas about language testing. The conceptual work of Albert Weideman forms the theoretical framework for this article. This framework entails that multiple perspectives are necessary to ensure that applied linguistic or technical designs (such as language tests) are used in an accountable manner.
- Faculty of Humanities