The Social and Educational Impact of the College English Test in China
A preeminent example is the College English Test (CET), taken biannually by upwards of ten million students in China, which makes it the world’s largest national English test. Its impact is evident in many areas of Chinese society. Specified grades on the CET are requirements for graduation from universities, many job applications and even some residence permits. Consolidated CET results are widely used for rating teachers for promotion and for competitively grading institutions, hence influencing strategic planning by universities, government departments and companies, particularly those engaged in publishing or bookselling. The CET has, furthermore, given rise to a highly organized cheating ‘industry’, which is the subject of frequent governmental disclaimers and warnings.
This book reports on an extensive study of the impact of the CET in China, both on the lives of students and teachers and on educational and governmental institutions. The authors also draw theoretical and practical implications from their study for educational planners in other countries.
Aiken, L. R. (1991) Detecting, understanding and controlling for cheating on tests, Research in Higher Education, 32 (6), 725–736. Airasian, P. W. (1988) Measurement Driven Instruction: A closer look, Educational Measurement: Issues and Practice, 7 (4), 6–11. Alderson, J. C. (1999) Testing is too important to be left to testers, Plenary Address to the Third Annual Conference on Current Trends in English Language Testing, United Arab Emirates University, Al Ain And Zayed University, Dubai Campus, May 1999, accessed on 15/12/2006 at . Alderson, J. C., & Banerjee, J. (2001) Impact and washback research in language test- ing, in C Elder et al. (eds) Experimenting with Uncertainty: Essays in Honour of Alan Davies, Cambridge: Cambridge University Press, 151–161. Alderson, J. C., & Wall, D. (1993) Does washback exist? Applied Linguistics, 14 (2), 115–129. Alderson, J. C., & Hamp-Lyons, L. (1996) TOEFL preparation courses: A study of washback, Language Testing, 13 (3), 280–297. Amrein, A. L. & Berliner, D. C. (2002) High-stakes testing, uncertainty, and student learning, Education Policy Analysis Archives, 10 (18), accessed on 19/06/2013 from . Amrein-Beardsley, A., Berliner, D. C., & Rideau, S. (2010) Cheating in the first, second, and third degree: Educators’ responses to high-stakes testing, Educational Policy Analysis Archives, 18 (14). Andrews, S., Fullilove, J., & Wong, Y. (2002) Targeting washback: A case study, System, 30, 207–223. Au, W. (2007) High-stakes testing and curricular control: A qualitative metasynthesis, Educational Researcher, 36 (5), 258–267. Bachman, L. F. (1990) Fundamental Considerations in Language Testing, Oxford: Oxford University Press. Bachman, L...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.