Policies of global English tests: test-takers’ perspectives on the IELTS retake policy.
Globalized English proficiency tests such as the International English Language Testing System (IELTS) are increasingly playing the role of gatekeepers in a globalizing world. Although the use of the IELTS as a ‘policy tool’ for making decisions in the areas of study, work and migration impacts on t...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 37; no. 3; pp. 472 - 488 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=114264352&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 114264352 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Jun2016 vid: 37 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 114264352 10.1080/01596306.2015.1061978 ppf: 472 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 165KB tig: atl: Policies of global English tests: test-takers’ perspectives on the IELTS retake policy. aug: au: Hamid, M. Obaidul affil: School of Education, The University of Queensland, Brisbane, Australia su: Language ability testing Language exams International English Language Testing System English language examinations English as a Second Language Achievement Test sug: subj: Language ability testing Language exams International English Language Testing System English language examinations English as a Second Language Achievement Test keyword: commercial language tests ethical issues in language testing IELTS language testing and assessment retake policy test-takers ab: Globalized English proficiency tests such as the International English Language Testing System (IELTS) are increasingly playing the role of gatekeepers in a globalizing world. Although the use of the IELTS as a ‘policy tool’ for making decisions in the areas of study, work and migration impacts on test-takers' lives and life chances, not much is known about its own policy and policy logic. With the growing call for listening to test-takers' voices, specific policy aspects of the test have recently been scrutinized. This article seeks to contribute to this area by drawing on test-takers' perspectives on the IELTS retake policy and developing an understanding of how policies of global English tests are perceived, interpreted and given new meanings by its key stakeholders. Although the truth-value of theemicviews of test-takers may be debated, their experiences and perceptions problematize the reliability claims of the testing agency by locating commercial motives at the center of their policy and thereby raising theoretical, professional and ethical questions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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