Standards for Language Assessment: Demystifying University-Level English Placement Testing in China

Autor/inn/en	Fan, Jason; Jin, Yan
Titel	Standards for Language Assessment: Demystifying University-Level English Placement Testing in China
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 3, S.386-400 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jin, Yan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1706445
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Student Placement; Language Tests; Testing; Higher Education; Standards; Social Influences; Time Management; Cheating; Quality Control; Test Construction; Professionalism; Test Validity; Test Reliability; Financial Support; Literacy; Universities; Foreign Countries; Program Descriptions; Undergraduate Students; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerpraktikum; Language test; Sprachtest; Testdurchführung; Testen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Standard; Sozialer Einfluss; Zeitmanagement; Prellen; Qualitätskontrolle; Testaufbau; Professionalität; Testvalidität; Testreliabilität; Finanzielle Förderung; Alphabetisierung; Schreib- und Lesefähigkeit; University; Universität; Ausland
Abstract	Despite the increasing discussions on quality and professionalism in the field of language assessment, limited empirical research is currently available on whether language testing practice conforms to the best practice model prescribed in professional standards. Situated in the context of Chinese higher education, this study examined how English placement tests are developed, implemented and used, and explored the social and contextual factors that shaped different aspects of placement testing practice. A mixed-methods sequential explanatory design was employed to collect the research data. Findings suggest the lack of quality control procedures in placement testing practice, thus raising legitimate concerns over the reliability, validity, and indeed the overall usefulness of English placement tests for College English (CE) teaching programmes. Several factors featured prominently in the qualitative data which affected placement testing practice, including time pressure, a lack of policy and financial support from relevant administrative departments, stakeholders' lack of language assessment literacy (LAL), and students' cheating behaviours. Through investigating these aspects of English placement testing practice, this study highlights the crucial roles of professional standards in language testing practice and the importance of understanding the social dimensions of language assessment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01