ERIC Number: EJ1181334
Record Type: Journal
Publication Date: 2018-Apr
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0119-5646
EISSN: N/A
The Fairness of a Graduate School Admission Test in China: Voices from Administrators, Teachers, and Test-Takers
Asia-Pacific Education Researcher, v27 n2 p79-89 Apr 2018
Fairness and social justice has been the subject of much discussion in educational research, and concerns about fairness are paramount in the milieu of high-stakes admission testing. This study explored stakeholders' perceptions of the fairness of a high-stakes graduate school admission test, the Graduate School Entrance English Examination (GSEEE) that decides whether students may have a chance to gain admission into master's programs in China. By interviewing three groups--program administrators, English teachers, and test-takers, the study found different groups had different knowledge about the test. While there was much fairness concern regarding item quality, standardized administration, and scoring practices, the three groups expressed their acceptance and support toward the use of the GSEEE. In the end, the paper questioned whether the GSEEE truly achieved its selection purpose, given its flawed estimates of test-takers' English proficiency due to unfair treatment in item quality, administration, and scoring, as perceived by those participants.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, High Stakes Tests, Language Proficiency, Test Items, Graduate Study, College Entrance Examinations, Language Tests, Student Attitudes, Foreign Countries, Culture Fair Tests, Interviews, Teacher Attitudes, Administrator Attitudes, Scoring
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A