Additionally, specific language areas are tested with objective tests, and overall proficiency is determined by subjective tests (Shaban, 2014). Subjective tests, on the other hand, are those in which personal judgment intervenes with the assessment measures. An objective assessment involves avoiding personal viewpoints and judgments when applying tests. As far as defining objectivity is concerned, there is no clear-cut concept. It is a central requirement of good language assessment to be objective. This paper recommends exploring the perception of ELT teachers and assessment designers about the factors and constraints of achieving the highest degree of objectivity. 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. Therefore, this paper re-reads the objectivity of language tests from a broader perspective.

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. This paper critically reviews the notion of objectivity in language assessment.

Reliability in language testing