Reconsideration of Language Assessment Is a MUST for Democratic Testing in the Educational System of Iran

Autor/in	Safari, Parvin
Titel	Reconsideration of Language Assessment Is a MUST for Democratic Testing in the Educational System of Iran
Quelle	In: Interchange: A Quarterly Review of Education, 47 (2016) 3, S.267-296 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-016-9276-8
Schlagwörter	Foreign Countries; Language Tests; Educational Practices; High Stakes Tests; College Entrance Examinations; Power Structure; Intention; Semi Structured Interviews; Data Collection; Testing Problems; Qualitative Research; Grounded Theory; Data Analysis; Social Justice; Critical Thinking; Test Use; Ethics; Test Bias; Student Rights; Iran + Suchen Sie Ihr Suchwort? Ausland; Language test; Sprachtest; Bildungspraxis; Aufnahmeprüfung; Data capture; Datensammlung; Qualitative Forschung; Auswertung; Soziale Gerechtigkeit; Kritisches Denken; Testanwendung; Ethik; Testkritik
Abstract	Recently, there has been a change from traditional language testing approaches, with a focus on psychometric properties towards critical language testing (CLT) with its social practice nature. CLT assumes tests not as neutral devices but as instruments of power and control which are related to authorities' policy agendas to shape individuals' and groups' lives. Test consequences are not restricted to washback issues concerning teaching, learning, and instructional improvement. Rather, it goes far beyond educational context by illuminating issues such as values, ethics, biases, fairness, and test takers' rights. With respect to CLT principles, this study attempts to critically examine the current status of language testing in Iranian education system. Two prominent high-stakes tests of Sampad Entrance Exam (SEE) and Nation-wide University Entrance Exam (NUEE) were used to uncover power relations, interpretations as well as the hidden intentions and consequences of tests in the educational system of Iran. Thus, teachers, administrators, test-takers and parents were selected (15 males/17 females) based on purposive sampling to participate in the research and semi-structured interview was adopted to gather in-depth data. The oppressive nature of tests, the marginalization of powerless testing parties, the asymmetrical power relationships, and the broader detrimental consequences and impacts of tests were obtained through Strauss and Corbin's ("Basics of qualitative research: techniques and procedures for developing grounded theory," SAGE, Thousand Oaks, 1998) constant comparative method of data analysis. To counterbalance negative consequences of the high-stakes tests, they all agreed on multiple assessment sources of the construct and a dialogically-based assessment system to provide social justice and equal world while knowledge and power are shared by all testing parties. It was also suggested that the use of critical thinking and raising the stake holders' consciousness can be used as the strategies against the test abuses, power, and its consequences. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01