Test Review: High-Stakes English Language Proficiency Tests--Enquiry, Resit, and Retake Policies

Autor/in	Pearson, William S.
Titel	Test Review: High-Stakes English Language Proficiency Tests--Enquiry, Resit, and Retake Policies
Quelle	In: Language Testing, 40 (2023) 4, S.1022-1035 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pearson, William S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322231186706
Schlagwörter	High Stakes Tests; English (Second Language); Language Proficiency; Language Tests; Criticism; Scores; Higher Education; Foreign Countries; Second Language Learning; Educational Policy; Comparative Analysis; United Kingdom; International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Kritik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Großbritannien; Language tests; Englisch
Abstract	Many candidates undertaking high-stakes English language proficiency tests for academic enrolment do not achieve the results they need for reasons including linguistic unreadiness, test unpreparedness, illness, an unfavourable configuration of tasks, or administrative and marking errors. Owing to the importance of meeting goals or out of a belief that original test performance was satisfactory, some individuals query their results, while others go on to retake the test, perhaps on multiple occasions. This article critically reviews the policies of eight well-known, on-demand gatekeeping English language tests, describing the systems adopted by language assessment organisations to regulate results enquiries, candidates resitting (components of) a test where performance fell short of requirements, and repeat test-taking. It was found that all providers institute clear mechanisms through which candidates can query their results, with notable variations exhibited in procedures, costs, restrictions, outcomes, and how policies are communicated to test-takers. Test resit options are scarce, while organisations enact few restrictions on test retakes in the form of mandatory waiting times and cautionary advice. The implications for language assessment organisations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01