Simulacre Oposicions Anglès (Lengua Extranjera) #13

Read the text and answer the questions. **Fair Assessment in EFL: Beyond “One Test, One Truth”** In many secondary EFL contexts, assessment decisions are still based on a limited set of written tests. These tools can provide useful evidence of grammatical and lexical control, but they do not always capture interaction, mediation, strategy use, or communicative adaptation. A quality assessment system should combine validity, reliability, and fairness. Validity means tasks actually measure the competence they claim to assess. Reliability means scoring is consistent enough to support comparable decisions. Fairness means students have equitable opportunities to show what they can do, without unnecessary barriers related to language background, processing differences, or task format. Teachers can improve validity by aligning tasks with learning outcomes and communicative purposes. Reliability can be reinforced through concise rubrics, anchor samples, and moderation among teachers. Fairness can be strengthened by accessible instructions, transparent criteria, and multiple evidence points collected over time. Importantly, fairness is not grade inflation. It is assessment design that reduces construct-irrelevant difficulty while keeping standards high. When students know what quality looks like and receive structured feedback, results become both more rigorous and more educationally useful.