The 4th Annual CLIC Conference focuses on the analysis of the social and ethical consequences of assessment practices in second language education, ranging from macro-level perspectives, such as language ideology, to micro-level perspectives, such as classroom interaction.

Second language tests are often designed with the expressed purpose of eliminating the influence of contextual factors to generalize findings about test takers beyond the specificity of the testing situation. By limiting the effect of contextual factors, however, we may create mismatches between test outcomes and actual language use and between test purposes and test uses.