Evaluating Fairness and Justice of External English Language Test Score Interpretation and Use for Japanese University Admission

Autor/inn/en	Saito, Hidetoshi; Sawaki, Yasuyo; Kasahara, Kiwamu
Titel	Evaluating Fairness and Justice of External English Language Test Score Interpretation and Use for Japanese University Admission
Quelle	In: Language Assessment Quarterly, 19 (2022) 4, S.422-448 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2022.2083965
Schlagwörter	Ethics; Equal Education; English (Second Language); Second Language Learning; Second Language Instruction; College Admission; Language Tests; Admission Criteria; Language Skills; Vocabulary Skills; Guidelines; Rating Scales; Teaching Methods; Learning Processes; Foreign Countries; Educational Policy; College Entrance Examinations; Culture Fair Tests; Standard Setting; Testing Problems; High School Students; Japan; Test of English for International Communication; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Ethik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulzugang; Hochschulzulassung; Zulassung; Language test; Sprachtest; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Language skill; Sprachkompetenz; Aktiver Wortschatz; Richtlinien; Rating-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Politics of education; Bildungspolitik; Aufnahmeprüfung; Standardisierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The study evaluated a recently postponed national test policy on the use of external agencies' English tests measuring four skills for Japanese university admission purposes. Using Kunnan's principles of fairness and justice, we generated and evaluated three claims regarding the test policy: vocabulary coverage of the tests, the justifiability of the Common European Framework of References for Languages (CEFR)-based concordance table, and tests' impact on teaching and learning productive skills. Scrutinizing the backing and rebuttal evidence from the test agencies' voices to the key literature, we arrived at a partial acceptance of all three claims with the need for further research, calling into question a optimistic outlook underlying the test policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01