Getting stakeholders acquainted with the rationale behind the construct of the English language proficiency test of the University of Costa Rica for the Ministry of Education of Costa Rica

Abstract

This paper collects evidence to build a content-validity argument of the language proficiency test of the University of Costa Rica for high school students by analyzing the theoretical foundations supporting the construction and administration of a custom-made language test and its localized context, including a description of the test and the input of external stakeholders. Additionally, this paper provides suggestions and recommendations for future testing experiences of this type, while paving the way for researchers who intend to follow this area of interest.