Policies of global English tests: Test-takers' perspectives on the IELTS retake policy

Hamid, M. Obaidul (2015) Policies of global English tests: Test-takers' perspectives on the IELTS retake policy. Discourse: Studies in the Cultural Politics of Education, 37 3: 472-487. doi:10.1080/01596306.2015.1061978


Author Hamid, M. Obaidul
Title Policies of global English tests: Test-takers' perspectives on the IELTS retake policy
Journal name Discourse: Studies in the Cultural Politics of Education   Check publisher's open access policy
ISSN 1469-3739
0159-6306
Publication date 2015-07-17
Year available 2015
Sub-type Article (original research)
DOI 10.1080/01596306.2015.1061978
Open Access Status Not yet assessed
Volume 37
Issue 3
Start page 472
End page 487
Total pages 16
Place of publication Abingdon, United Kingdom
Publisher Routledge
Collection year 2016
Language eng
Abstract 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 the emic views 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.
Keyword Language testing and assessment
IELTS
retake policy
test-takers
communication language tests
ethical issues in language testing
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
 
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Created: Tue, 21 Jul 2015, 11:53:53 EST by Claire Backhouse on behalf of School of Education