Fairness of an EFL test: the Case of the English Section of Konkour in Iran
محورهای موضوعی : Applied Linguistics
Sanaz Behboudi Nazhame
1
,
Massoud Siyyari
2
,
Gholamreza Abbasian
3
1 - دانشکده علوم انسانی دانشگاه علوم و تحقیقات تهران
2 - Faculty of Literature and Human Sciences
3 - دانشکده علوم پایه دانشگاه امام علی
کلید واژه: fairness, Iranian EFL context, validity, reliability, responsibility,
چکیده مقاله :
Although many studies have documented the impact of fairness on enhancing students’ learning, only a few have been done in language learning situation in general and in the Iranian EFL context, in particular. Therefore, this study sought to investigate fairness in the context of the Iranian General English University Entrance Examination (Konkoor) to see the extent to which it is a fair measure of the candidates’ English language ability in terms of admission requirements, format, structure, and content. The researchers developed a questionnaire called EUEE, containing two sections: a demographic box and close-ended items with a 5-point Likert-type scale asking respondents to express their opinions. The findings showed that while the majority of respondents agreed that the EUEE met the standards of corporate responsibility and no-test product services, there were significant concerns about its validity, fairness, reliability, test design, equating, linking, norming, cut score, test administration, scoring, reporting, and test takers’ rights and responsibilities.
Although many studies have documented the impact of fairness on enhancing students’ learning, only a few have been done in language learning situation in general and in the Iranian EFL context, in particular. Therefore, this study sought to investigate fairness in the context of the Iranian General English University Entrance Examination (Konkoor) to see the extent to which it is a fair measure of the candidates’ English language ability in terms of admission requirements, format, structure, and content. The researchers developed a questionnaire called EUEE, containing two sections: a demographic box and close-ended items with a 5-point Likert-type scale asking respondents to express their opinions. The findings showed that while the majority of respondents agreed that the EUEE met the standards of corporate responsibility and no-test product services, there were significant concerns about its validity, fairness, reliability, test design, equating, linking, norming, cut score, test administration, scoring, reporting, and test takers’ rights and responsibilities.
