Revising the BioMedical Admissions Test (BMAT) to Improve Impact and Washback for Candidates and Support Fair Access to Test Preparation

Autor/inn/en	McElwee, Sarah; Y. F. Cheung, Kevin; R. T. Cromie, Stephen; Shannon, Mark; Gallacher, Tom
Titel	Revising the BioMedical Admissions Test (BMAT) to Improve Impact and Washback for Candidates and Support Fair Access to Test Preparation
Quelle	In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 1, S.77-95 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McElwee, Sarah) ORCID (Y. F. Cheung, Kevin) ORCID (Gallacher, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1639133
Schlagwörter	Foreign Countries; Medical Education; College Admission; Medical Schools; College Entrance Examinations; Test Preparation; Test Construction; Test Validity; Test Items; Language Skills; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Medizinische Ausbildung; Hochschulzugang; Hochschulzulassung; Zulassung; Aufnahmeprüfung; Testaufbau; Testvalidität; Test content; Testaufgabe; Language skill; Sprachkompetenz; Großbritannien
Abstract	The BioMedical Admissions Test (BMAT) has been used to select students for healthcare courses for 15 years. Recently, the candidature has included an increasing number of test takers who did not complete their schooling in the UK. In line with responsibilities to promote widening participation, a revision of the Section 2 Scientific Knowledge and Applications specification was conducted, to support the preparation of candidates from under-represented groups and international candidates. The process was guided by validity frameworks established in language testing research, with a particular focus on consequential validity and washback. Candidate surveys are reported to illustrate the focus on test preparation. Issues identified in the review demonstrate the impact of international test-takers' linguistic backgrounds and differences in teaching approaches, and possible interactions between these are discussed. It is recommended that admissions test developers make use of holistic frameworks of validity from other contexts to systematically interrogate a wide range of validity evidence relating to their tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01