Author Description

This volume describes differing approaches to understanding academic reading ability that have emerged in recent decades and goes on to develop an empirically-grounded framework for validating tests of this skill. The framework is then applied to the IELTS Academic Reading module to investigate a number of different validity perspectives that reflect the socio-cognitive nature of any assessment event. The authors demonstrate how a systematic understanding and application of the framework and its components can help test developers to operationalise their tests so as to fulfill the validity requirements for an academic reading test.