Complexity of Test Preparation across Three Contexts: Case Studies from Australia, Iran and China

Autor/inn/en	Saif, Shahrzad; Ma, Jia; May, Lyn; Cheng, Liying
Titel	Complexity of Test Preparation across Three Contexts: Case Studies from Australia, Iran and China
Quelle	In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 1, S.37-57 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1700211
Schlagwörter	Difficulty Level; Test Preparation; High Stakes Tests; English (Second Language); Language Tests; Second Language Learning; Context Effect; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Educational Practices; Comparative Education; Stakeholders; Foreign Students; Student Motivation; Immigration; College Admission; Young Adults; Private Education; Foreign Countries; Expectation; Australia; Iran; China (Beijing); International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Schülerverhalten; Lehrerverhalten; Bildungspraxis; Vergleichende Erziehungswissenschaft; Schulische Motivation; Hochschulzugang; Hochschulzulassung; Zulassung; Young adult; Junger Erwachsener; Privatunterricht; Ausland; Expectancy; Erwartung; Australien; Language tests; Englisch
Abstract	Effective test preparation for high-stakes English language tests is crucial for candidates whose futures depend on attaining a particular score. An increasing number of studies have investigated the role of test preparation; however, these studies have been exclusively conducted in individual contexts and countries around the world. This study draws upon data from multiple sources (classroom observations, interviews, focus-group discussions) gathered from learners, administrators, and teachers within three unique instructional contexts of Australia, Iran and China. The Australian and the Iranian case studies focussed on IELTS and the Chinese case study was conducted with TOEFL iBT. The multi-contextual approach enables a nuanced understanding and insight into the teaching of high-stakes test preparation classes "in context," and the ways in which the context and the test interact to influence instructional practices. As such, the findings of this study have important implications for understanding the nature and scope of test preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01