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Abstract
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In traditional language testing, test-takers are tested on knowledge that has already been defined and
shaped by testers who are in authority. As an isolated activity, tests are developed with little consideration
for the stakeholders involved (Lynch, 1997; Shohamy, 2001). This is rooted in the fact that use of the test
in the context and for a particular group of test-takers is not the concern here. Rather, the development of
psychometrically sound tests which embody the intentions of their developers is strongly pursued.
Apparently, in this unequal power relationship, test takers have no voice and they have to merely comply
with the decisions made by testers. A critical view of language testing, however, questions the passive
role of test-takers who have been long viewed as black boxes in the testing process (Lynch, 2001;
Shohamy, 2001).
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