Literaturnachweis - Detailanzeige
Autor/inn/en | Saito, Hidetoshi; Sawaki, Yasuyo; Kasahara, Kiwamu |
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Titel | Evaluating Fairness and Justice of External English Language Test Score Interpretation and Use for Japanese University Admission |
Quelle | In: Language Assessment Quarterly, 19 (2022) 4, S.422-448 (27 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1543-4303 |
DOI | 10.1080/15434303.2022.2083965 |
Schlagwörter | Ethics; Equal Education; English (Second Language); Second Language Learning; Second Language Instruction; College Admission; Language Tests; Admission Criteria; Language Skills; Vocabulary Skills; Guidelines; Rating Scales; Teaching Methods; Learning Processes; Foreign Countries; Educational Policy; College Entrance Examinations; Culture Fair Tests; Standard Setting; Testing Problems; High School Students; Japan; Test of English for International Communication; Test of English as a Foreign Language Ethik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulzugang; Hochschulzulassung; Zulassung; Language test; Sprachtest; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Language skill; Sprachkompetenz; Aktiver Wortschatz; Richtlinien; Rating-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Politics of education; Bildungspolitik; Aufnahmeprüfung; Standardisierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin |
Abstract | The study evaluated a recently postponed national test policy on the use of external agencies' English tests measuring four skills for Japanese university admission purposes. Using Kunnan's principles of fairness and justice, we generated and evaluated three claims regarding the test policy: vocabulary coverage of the tests, the justifiability of the Common European Framework of References for Languages (CEFR)-based concordance table, and tests' impact on teaching and learning productive skills. Scrutinizing the backing and rebuttal evidence from the test agencies' voices to the key literature, we arrived at a partial acceptance of all three claims with the need for further research, calling into question a optimistic outlook underlying the test policy. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |