The Sociocultural Activity of High Stakes Standardised Language Testing

TOEIC Washback in a South Korean Context

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Evaluation, Teaching, Language Experience Approach
Cover of the book The Sociocultural Activity of High Stakes Standardised Language Testing by Dawn Karen Booth, Springer International Publishing
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Author: Dawn Karen Booth ISBN: 9783319704463
Publisher: Springer International Publishing Publication: February 26, 2018
Imprint: Springer Language: English
Author: Dawn Karen Booth
ISBN: 9783319704463
Publisher: Springer International Publishing
Publication: February 26, 2018
Imprint: Springer
Language: English

This book explores the influence of high stakes standardised testing within the context of South Korea. South Korea is regarded as a shining example of success in educational achievement and, as this book reveals, pressurised standardised testing has been a major contributing factor to its success. This unique country provides an excellent setting from which to explore the powerful relationship that exists between testing and learning and can advance our understanding of which factors and test conditions will positively and negatively influence learning. This book follows the test activity of a group of Korean university students preparing for the TOEIC (Test of English for International Communication) and posits a revised model of the influence of testing on learning. It calls for a more socially situated view of tests and test-takers considered in relation to the sociocultural, historical, political and economic contexts in which they are embedded.

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This book explores the influence of high stakes standardised testing within the context of South Korea. South Korea is regarded as a shining example of success in educational achievement and, as this book reveals, pressurised standardised testing has been a major contributing factor to its success. This unique country provides an excellent setting from which to explore the powerful relationship that exists between testing and learning and can advance our understanding of which factors and test conditions will positively and negatively influence learning. This book follows the test activity of a group of Korean university students preparing for the TOEIC (Test of English for International Communication) and posits a revised model of the influence of testing on learning. It calls for a more socially situated view of tests and test-takers considered in relation to the sociocultural, historical, political and economic contexts in which they are embedded.

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