公開講演会：Beyond Separate Chapters: Reconnecting Fairness and Consequences in Validity 9/14（金）

English follows Japanese

公開講演会

Micheline Chalhoub-Deville氏

（ノースカロライナ大学グリーンズボロ校教授）

Beyond Separate Chapters: Reconnecting Fairness and Consequences in Validity

• 日時：2026年9月14日（月）15:30～17:10
• 会場：早稲田大学早稲田キャンパス3号館703教室
• 対象：学生・大学院生、教職員、一般
• 使用言語：英語
• 参加方法：対面（ 入場無料・申込不要）
• 問合せ先：澤木　泰代（早稲田大学教育・総合科学学術院 教授）メール：[email protected]

講演要旨

The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) position fairness and consequences as important but distinct dimensions of responsible testing. Chapter 3, Fairness in Testing, is a foundational chapter within Part I, Foundations, emphasizing equitable treatment, accessibility, and avoidance of construct-irrelevant barriers. Consequences beyond construct-related concerns are addressed predominantly in Chapter 13, within Part III, Testing Applications. This organization largely locates fairness within test developers’ responsibilities while placing responsibility for investigating intended and especially unintended consequences on test users, policymakers, and program evaluation researchers. This separation becomes particularly consequential in policy-driven assessment systems, where testing is embedded in broader accountability agendas.
This presentation examines fairness and consequences through a socially constituted conception of validity (Chalhoub-Deville & O’Sullivan, 2020; Chalhoub-Deville, 2025). Both are understood as emerging through the social organization of assessment, shaped by actors, institutional practices, values, and power relations. The push, therefore, in validation is to ask not only whether interpretations, decisions, and consequences are warranted, but how they are constituted, by whom, under what conditions, and with what outcomes for different groups. Reconnecting fairness and consequences positions validity as an ongoing process of social negotiation, contestation, and accountability.

参考文献

AERA, APA, & NCME (2014). Standards for Educational and Psychological Testing. Washington, DC: AERA.
Chalhoub-Deville, M. (2016). Validity theory: Reform policies, accountability testing, and consequences. Language Testing, 33, 453–472.
Chalhoub-Deville, M. (Editor). (2025). Special Issue of The Next Generation of Policy-Driven Language Testing Systems: Accountability, Consequences, and Learning, Language Testing in Asia.
Chalhoub-Deville, M. and O’Sullivan, B. (2020). Validity: Theoretical Development and Integrated Arguments. British Council Monograph Series 3. Sheffield: Equinox Publishing.

講演者略歴

Micheline Chalhoub-Deville is Professor of Educational Research Methodology at University of North Carolina at Greensboro. She previously held appointments at the University of Minnesota and the University of Iowa and has served in visiting positions internationally. Her research focuses on large-scale language assessment, validation theory, accountability testing, multilingual assessment and translanguaging. She is the founder of the Midwest Association of Language Testers and has served as president of the International Language Testing Association. She serves on the Board of Trustees of the Center for Applied Linguistics and on the Technical Advisory Committee for WIDA. Her scholarship has been recognized with numerous honors, including the ILTA Best Article Award, the ETS TOEFL Outstanding Young Scholar Award, the Charles A. Ferguson Award for Outstanding Scholarship, and the Samuel J. Messick Memorial Lecture Award.

　＜配慮が必要な方へ＞
文字通訳、手話通訳などについて配慮をご希望の方は、原則として開催日の2週間前までにご希望の内容をお知らせください。ご相談のうえ、できる限りの対応を検討させていただきます。

 

Public lecture by

Dr. Micheline Chalhoub-Deville

(Professor, University of North Carolina at Greensboro)

• Time/Date: 15:30-17:10, Monday, September 14, 2026
• Venue: Waseda University Waseda Campus, Bldg. 3, Room 703
• Audience: Students, faculty, staff, and general public
• Language: English
• Admission: Free; no pre-registration required
• Contact: Yasuyo Sawaki (Faculty of Education and Integrated Arts and Sciences, Waseda University）E-mail：[email protected]

Abstract
The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) position fairness and consequences as important but distinct dimensions of responsible testing. Chapter 3, Fairness in Testing, is a foundational chapter within Part I, Foundations, emphasizing equitable treatment, accessibility, and avoidance of construct-irrelevant barriers. Consequences beyond construct-related concerns are addressed predominantly in Chapter 13, within Part III, Testing Applications. This organization largely locates fairness within test developers’ responsibilities while placing responsibility for investigating intended and especially unintended consequences on test users, policymakers, and program evaluation researchers. This separation becomes particularly consequential in policy-driven assessment systems, where testing is embedded in broader accountability agendas.
This presentation examines fairness and consequences through a socially constituted conception of validity (Chalhoub-Deville & O’Sullivan, 2020; Chalhoub-Deville, 2025). Both are understood as emerging through the social organization of assessment, shaped by actors, institutional practices, values, and power relations. The push, therefore, in validation is to ask not only whether interpretations, decisions, and consequences are warranted, but how they are constituted, by whom, under what conditions, and with what outcomes for different groups. Reconnecting fairness and consequences positions validity as an ongoing process of social negotiation, contestation, and accountability.

References
AERA, APA, & NCME (2014). Standards for Educational and Psychological Testing. Washington, DC: AERA.
Chalhoub-Deville, M. (2016). Validity theory: Reform policies, accountability testing, and consequences. Language Testing, 33, 453–472.
Chalhoub-Deville, M. (Editor). (2025). Special Issue of The Next Generation of Policy-Driven Language Testing Systems: Accountability, Consequences, and Learning, Language Testing in Asia.
Chalhoub-Deville, M. and O’Sullivan, B. (2020). Validity: Theoretical Development and Integrated Arguments. British Council Monograph Series 3. Sheffield: Equinox Publishing.

Speaker bio
Micheline Chalhoub-Deville is Professor of Educational Research Methodology at University of North Carolina at Greensboro. She previously held appointments at the University of Minnesota and the University of Iowa and has served in visiting positions internationally. Her research focuses on large-scale language assessment, validation theory, accountability testing, multilingual assessment and translanguaging. She is the founder of the Midwest Association of Language Testers and has served as president of the International Language Testing Association. She serves on the Board of Trustees of the Center for Applied Linguistics and on the Technical Advisory Committee for WIDA. Her scholarship has been recognized with numerous honors, including the ILTA Best Article Award, the ETS TOEFL Outstanding Young Scholar Award, the Charles A. Ferguson Award for Outstanding Scholarship, and the Samuel J. Messick Memorial Lecture Award.

Reasonable accommodation policy:
Attendees who desire accommodations, including those bringing children, should inform us at least 2 weeks before the date of the event. Upon consultation, we will accommodate your request to the greatest extent possible.