Assessment of International Students through the Medium of English: Ensuring Validity and Fairness in Content-Based Examinations

Autor/inn/en	Shaw, Stuart; Imam, Helen
Titel	Assessment of International Students through the Medium of English: Ensuring Validity and Fairness in Content-Based Examinations
Quelle	In: Language Assessment Quarterly, 10 (2013) 4, S.452-475 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2013.866117
Schlagwörter	English (Second Language); Test Validity; Test Bias; High Stakes Tests; Exit Examinations; Secondary Education; History; Biology; Geography; Academic Discourse; Difficulty Level; Language Skills; Language Proficiency + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Testvalidität; Testkritik; Final examination; Abschlussprüfung; Sekundarbereich; Geschichte; Geschichtsdarstellung; Biologie; Geografie; Discourse; Diskurs; Schwierigkeitsgrad; Language skill; Sprachkompetenz; Language skills
Abstract	International assessments in a wide range of subjects are being prepared for and delivered through the medium of English in a variety of educational contexts. These assessments are taken by many candidates whose first language is not necessarily English. This raises important issues relating to assessment validity and fairness. This study describes an analysis of the linguistic demands in the Cambridge International General Certificate of Secondary Education (IGCSE)--a major high-stakes qualification for 16-year-olds. The focus of the study is IGCSE History, Biology, and Geography. Data for analysis includes syllabuses, question papers, mark schemes, and candidate performances. Findings suggest that each subject necessarily requires academic language (Cognitive Academic Language Proficiency) and some of the key academic language skills are identified. An average language proficiency level of B2 on the Common European Framework of References for Languages (CEFR) is useful to access typical IGCSE exams, and CEFR level of C1 could provide an added advantage of linguistic resources to be able to develop arguments needed for higher grades for Humanities subjects such as History and Geography. The outcomes have contributed to the question writing process and have informed the construction of a toolkit for content and language teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10