Quan điểm của người tham gia kỳ thi về bài kiểm tra tiếng Anh toàn cầu: những vấn đề về sự công bằng, công lý và tính hợp lệ
Tóm tắt
Mặc dù người tham gia kỳ thi đã trở thành tâm điểm của nhiều công trình lý thuyết và thực nghiệm trong những năm gần đây, công việc này chủ yếu tập trung vào thái độ của họ đối với việc chuẩn bị cho kỳ thi và chiến lược tham gia thi, mà không chú ý đầy đủ đến quan điểm của họ về các vấn đề xã hội-chính trị và đạo đức rộng lớn hơn. Bài viết này xem xét những nhận thức và đánh giá của người tham gia kỳ thi về sự công bằng, công lý và tính hợp lệ của các bài kiểm tra tiếng Anh toàn cầu, với trọng tâm đặc biệt là Hệ thống kiểm tra tiếng Anh quốc tế (IELTS). Dựa trên tài liệu liên quan và lý thuyết về các bài kiểm tra này, cũng như dữ liệu về kinh nghiệm thi tự báo cáo được thu thập từ những người tham gia kỳ thi (
Từ khóa
Tài liệu tham khảo
AERA, APA, & NCME. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, American Psychological Association and National Council on Measurement in Education.
Ahearn, S. (2009). ‘Like cars or breakfast cereal’: IELTS and the trade in education and immigration. TESOL in Context, 19(1), 39–51.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Bachman, L. F., & Purpura, J. E. (2008). Language assessments: Gate-keepers or door-openers? In B. Spolsky & F. M. Hult (Eds.), The handbook of educational linguistics (pp. 456–468). Malden: Blackwell Publishing.
Batziakas, B. (2017). Communicative practices in English as a lingua franca interactions: Some examples from Asian university students in London. Asian Englishes, 19(1), 44–56.
Bhaskar, R. (1986). Scientific realism and human emancipation. London: Verso.
Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Chicago: The University of Chicago Press.
Brown, J. D. (2004). What do we mean by bias, Englishes, Englishes in testing, and English language proficiency? World Englishes, 23(2), 317–319.
Burton-Bradley, R. (2018). Poor English, few jobs: Are Australian universities using international students as ‘cash cows’? Australian Broadcasting Corporation Retrieved from https://www.abc.net.au/news/2018-11-25/poor-english-no-jobs-little-support-international-students/10513590 .
Capstick, T. (2011). Language and migration: The social and economic benefits of learning English in Pakistan. In H. Coleman (Ed.), Dreams and realities: Developing countries and the English language (pp. 1–23). London: British Council.
Chalhoub-Deville, M., & Turner, C. E. (2000). What to look for in ESL admission tests: Cambridge certificate exams, IELTS, and TOEFL. System, 28, 523–539.
Cheng, L., & DeLuca, C. (2011). Voices from test-takers: Further evidence for language assessment validation and use. Educational Assessment, 16(2), 104–122.
Chik, A., & Besser, S. (2011). International language test taking among young learners: A Hong Kong case study. Language Assessment Quarterly, 8, 73–91.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks: Sage.
Corson, D. (1998). Language policy in schools: A resource book for teachers and administrators. Florence: Tylor and Francis.
Davidson, F. (1993). Testing English across cultures: Summary and comments. World Englishes, 12(1), 113–125.
Deygers, B. (2017). Juts testing: Applying theories of justice to high-stakes language tests. ITL-International Journal of Applied Linguistics, 168(2), 143–163.
Dimova, S. (2012). Matura’s rocky road to success: Coping with test validity issues. In I. Csépes & D. Tsagari (Eds.), Collaboration in language testing and assessment (pp. 143–157). Frankfurt: Peter Lang Verlag.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Fraser, N. (1997). Justice interruptus: Critical reflections on the ‘postsocialist’ condition. New York and London: Routledge.
Green, B. A., & Andrade, M. S. (2010). Guiding principles for language assessment reform: A model for collaboration. Journal of English for Academic Purposes, 9, 322–334.
Hamid, M. O. (2014). World Englishes in international proficiency tests. World Englishes, 33(2), 263–277.
Hamid, M. O. (2016). Policies of global English tests: Testtakers’ perspectives on the IELTS retake policy. Discourse, 37(3), 472–487.
Hamid, M. O., Hoang, N. T. H., & Kirkpatrick, A. (2019). Language tests, linguistic gatekeeping and global mobility. Current Issues in Language Planning, 20(3), 226–244.
Hawkey, R. (2006). Impact theory and practice: Studies of the IELTS Progetto Lingue 2000. Cambridge: UCLES/Cambridge University Press.
Hawkey, R. (2008). An impact study of a high-stakes test (IELTS): Lessons for test validation and linguistic diversity. In L. Taylor & C. J. Weir (Eds.), Multilingualism and assessment: Achieving transparency, assuring quality, sustaining diversity (pp. 215–228). Cambridge: UCLES/Cambridge University Press.
Hoang, N. T. H., & Hamid, M. O. (2017). ‘A fair go for all?’ Australia’s language-in-migration policy. Discourse, 38(6), 836–850.
Hyatt, D. (2013). Stakeholders’ perceptions of IELTS as an entry requirement for higher education in the UK. Journal of Further and Higher Education, 37(6), 844–863.
Kachru, B. B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25(1), 1–14.
Kirkpatrick, A. (Ed.). (2010). The Routledge handbook of world Englishes. New York: Routledge.
Kunnan, A. (2000). Fairness and justice for all. In A. Kunnan (Ed.), Fairness and validation in language assessment (pp. 1–14). Cambridge: UCLES/Cambridge University Press.
Kunnan, A. (2004). Test fairness. In M. Milanovic & C. J. Weir (Eds.), European year of languages conference papers, Barcelona (pp. 27–48). Cambridge: Cambridge University Press.
Kunnan, A. (2008). Towards a model of test evaluation: Using the test fairness and test context frameworks. In L. Taylor & C. J. Weir (Eds.), Multilingualism and assessment: Achieving transparency, assuring quality, sustaining diversity (pp. 229–251). Cambridge: Cambridge University Press.
Kunnan, A. (2010). Test fairness and Toulmin’s argument structure. Language Testing, 27(2), 183–189.
Kunnan, A. (2014). Fairness and justice in language assessment. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1–17). New York: Wiley.
Lam, T. C. M. (1995). Fairness in performance assessment. ERIC Digest, ED391982. Retrieved from http://ericae.net/db/edo/ED391982.htm .
Luke, A. (2004). Teaching after the market: From commodity to cosmopolitan. Teachers College Record, 106(7), 1422–1443.
McNamara, T., & Roever, C. (2006). Language testing: The social dimension. Malden: Blackwell.
McNamara, T., & Ryan, K. (2011). Fairness versus justice in language testing: The place of English literacy in the Australian citizenship test. Language Assessment Quarterly, 8, 161–178.
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (pp. 13–103). New York: Macmillan.
O’Loughlin, K. (2011). The interpretation and use of proficiency test scores in university selection: How valid and ethical are they? Language Assessment Quarterly, 8, 146–160.
O’Sullivan, B., & Green, A. (2011). Test taker characteristics. In L. Taylor (Ed.), Examining speaking: Research and practice in assessing second language speaking (pp. 36–64). Cambridge: UCLES/Cambridge University Press.
Peirce, B. N., & Stein, P. (1995). Why the ‘monkeys passage’ bombed: Tests, genres, and teaching. Harvard Educational Review, 65(1), 50–65.
Piller, I., & Takahashi, K. (2011). Language, migration and human rights. In R. Wodak, B. Johnstone, & P. Kerswill (Eds.), The sage handbook of sociolinguistics (pp. 583–597). London: Sage.
Rawls, J. (2001). Justice as fairness: A restatement (E. Kelly, Ed.). Cambridge, MA: Harvard University Press.
Sarich, E. (2012). Accountability and external testing agencies. Language Testing in Asia, 2(1), 26–44.
Sen, A. (2010). The idea of justice. London: Penguin.
Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Harlow, New York: Longman.
Stoynoff, S. (2009). Recent developments in language assessment and the case of four large-scale tests of ESOL ability. Language Teaching, 42(1), 1–40.
Taylor, L. (2006). The changing landscape of English: Implications for language assessment. ELT Journal, 60(1), 51–60.
Taylor, L. (2010). Setting language standard for teaching and assessment: A matter of principle, politics, or prejudice? In L. Taylor & C. J. Weir (Eds.), Language testing matters: Investigating the wider social and educational impact of assessment (pp. 139–157). Cambridge: UCLES/Cambridge University Press.
Templer, B. (2004). High-stakes tests as high fees: Notes and queries on the international English assessment market. Journal for Critical Education Policy Studies, 2(1). Available at: http://www.jceps.com/archives/414 .
van der Heijden, J. (2013). Testing skilled migrants’ English: Ridiculous and insulting (p. 5989). Independent Australia. Retrived from https://independentaustralia.net/australia/australia-display/testing-skilled-migrants-english-ridiculous-and-insulting,5989 . 14 Dec 2013.
Weir, C. J. (2005). Language testing and validation: An evidence-based approach. Basingstoke: Palgrave Macmillan.