This paper critically reviews the notion of objectivity in language assessment. There is a tendency in language testing and assessment narratives to view objectivity and subjectivity from the perspective of testing instruments and items, ignoring the broader context. Therefore, this paper re-reads the objectivity of language tests from a broader perspective. This paper recaps the factors that could impact language objectivity; namely, 1) factors related to assessment tools, which include validity and reliability parameters, items, 2) factors related to teachers to include un-biasness, fairness, and preventing discrimination of learners on the basis of race, ethnicity, or physical disability, or even the level of learning aptitude, and 3) organizational accessibility which can affect objectivity since students’ cultures should be considered and they should have an equal opportunity to get access to learning tools and assessment resources. This paper recommends exploring the perception of ELT teachers and assessment designers about the factors and constraints of achieving the highest degree of objectivity.
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