{"_buckets": {"deposit": "50abc3be-38af-40d3-bcd1-8a7ed41be2f3"}, "_deposit": {"created_by": 7, "id": "286", "owners": [7], "pid": {"revision_id": 0, "type": "depid", "value": "286"}, "status": "published"}, "_oai": {"id": "oai:togaku.repo.nii.ac.jp:00000286", "sets": ["34"]}, "author_link": ["334", "335"], "control_number": "286", "item_10002_biblio_info_7": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2009-03-15", "bibliographicIssueDateType": "Issued"}, "bibliographicIssueNumber": "17", "bibliographicPageEnd": "193", "bibliographicPageStart": "177", "bibliographic_titles": [{"bibliographic_title": "東洋学園大学紀要", "bibliographic_titleLang": "ja"}, {"bibliographic_title": "Bulletin of Toyo Gakuen University", "bibliographic_titleLang": "en"}]}]}, "item_10002_description_5": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "Language tests occupy a central role in the cycle of language learning and teaching. The major issue in any language assessment is whether the test measures what it intends to measure. This paper argues that when designing and implementing language tests, it is crucial for developers of language tests and for teachers to clearly understand the function of each assessment activity and what that activity essentially measures. This test review will employ Bachman and Palmer’s (1996) model of language assessment as an organizing framework to examine the credibility and usefulness of a classroom-based language test. It first describes the test then discusses aspects of the test in relations to the framework’s qualities of reliability, construct validity, authenticity, interactiveness, impact, and practicality. The analysis identifies a number of problematic features seen to contain in the test under review. 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