The Sociocultural Activity of High Stakes Standardised Language Testing
TOEIC Washback in a South Korean Context
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Beschreibung
This book explores the influence of high stakes standardised testing within the context of South Korea. South Korea is regarded as a shining example of success in educational achievement and, as this book reveals, pressurised standardised testing has been a major contributing factor to its success. This unique country provides an excellent setting from which to explore the powerful relationship that exists between testing and learning and can advance our understanding of which factors and test conditions will positively and negatively influence learning. This book follows the test activity of a group of Korean university students preparing for the TOEIC (Test of English for International Communication) and posits a revised model of the influence of testing on learning. It calls for a more socially situated view of tests and test-takers considered in relation to the sociocultural, historical, political and economic contexts in which they are embedded.
Draws upon sociocultural theory as a lens through which to explore standardized testing
Provides an up to date summary and analysis of the TOEIC test
Outlines a practical sociocultural framework for data collection and analysis
Draws upon sociocultural theory as a lens through which to explore standardized testing Provides an up to date summary and analysis of the TOEIC test Outlines a practical sociocultural framework for data collection and analysis
Autor*in
Dawn Karen Booth
Themen in »The Sociocultural Activity of High Stakes Standardised Language Testing«
TOEIC The Korean education system EFL education and testing in Korea Washback across different areas of learning Cognitive and social traditions in SLA TOEIC and English A sociocultural theory of mind
Stimmen zu »The Sociocultural Activity of High Stakes Standardised Language Testing«
“The book provides an in-depth and impressive review of washback in language assessment and reports on extensive qualitative studies of multiple Korean test takers who were preparing for the TOEIC test. Taking an interdisciplinary approach, the book integrates washback as a sociocultural phenomenon, Action Theory, and second language acquisition and portrays an interconnected network of factors that influence students’ test preparation activities. I recommend the book to anyone with an interest in washback in language assessment.” (Vahid Aryadoust, National Institute of Education,Nanyang Technological University, Singapore)
“The book takes us to a new dimension of understanding the nature of the effect of language assessment on learners and opens a new debate on the role of language assessment for education. All the serious researchers and practitioners in the field should own the copy on their bookshelves.” (Yoshinori Watanabe, Sophia University, Tokyo, Japan)
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