The article addresses the local system of national assessment of foreign languages in Sweden, a contextually specific, large-scale system with a summative aim, but also a system aimed to support teachers in their continuous assessment and grading of their students’ competences. In the text, the educational context and the multifaceted nature of national assessment are described and discussed. Furthermore, based on a broad view of validity with use and consequences in focus, different, and partly interwoven, aspects of collaboration in test development are exemplified and discussed, including policy, stakeholders, and research. Special attention is given to contributions by stakeholders, in particular students and teachers. Their involvement is regarded as a central component in the test development process, not only because it widens, deepens, and further develops the competences needed, but also because it increases the possibility to affect and enhance the use of the materials for the justice and beneficence of test-takers and society at large—aspects at the heart of validity. It is emphasized that collaboration requires sensitivity and sensibility from those involved to optimize overall quality and generate reciprocal benefits for all parties.

本文讨论了瑞典的国家外语评估的地方系统，这是一个针对具体情况的、具有总结性目标的大规模系统，也是一个旨在支持教师持续评估和评分学生能力的系统。文中描述和讨论了教育背景和国家评估的多面性。此外，基于对有效性的广泛看法，重点关注不同的和部分交织的有效性，并举例说明和讨论了测试开发中协作的各个方面，包括政策、利益相关者和研究。特别关注利益相关者的贡献，特别是学生和教师。他们的参与被认为是测试开发过程的核心组成部分，不仅因为它扩大、深化、并进一步发展所需的能力，还因为它增加了影响和加强材料使用的可能性，以实现应试者和整个社会的正义和利益——有效性的核心方面。需要强调的是，合作需要相关人员的敏感性和敏感性，以优化整体质量并为各方带来互惠利益。