The Power of Tests

By Elana Shohamy. 2001

161 citations recorded by the source corpus.

Subfields: Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/42aa0272c01a4fab5299c20d371aa59f9f47ab2a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Information Systems and Management

In Management Science and Operations Research

Citations in the corpus

Assessment Literacy for the Language Classroom (2012, background): “E-mail: gf39@le.ac.uk sought to control educational practice through the use of tests, we are more aware than ever of the power of tests (Shohamy, 2001), and the way in which they are used in political systems to manipulate the behaviour of teachers and hold them accountable for much wider policy…”
Language Assessment Literacy: Implications for Language Teachers (2018, background): “It has been discussed that large-scale tests are consequential and powerful (Shohamy, 2001), so ethics and fairness should be present in language assessment.”
An Automatic Test of Super Exogeneity (2010, background): “Tests foruper exogeneity have been proposed by Engle et al. (1983), Hendry (1988), Favero and Hendry (1992), Engle and Hendry (1993), Psaradakis and Sola (1996), Jansen and Teräsvirta (1996) and Krolzig and Toro (2002),inter alia: Ericsson and Irons (1994) overview the literature at the time of…”
Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning (2013, background): “She sees this as including “the social turn” in language assessment (McNamara & Roever, 2006) as well as critical views on the role of language tests in society (Shohamy, 2001).”
Language Testing and Validation: An Evidence-Based Approach (2004, background): “As we noted in Case study 1 above, Skehan (1996) attempted to identify factors that can affect the difficulty of a given task and which can be manipulated so as to change (increase or decrease) task difficulty.”
Developing the assessment literacy of university proficiency test users (2013, background): “Without appropriate levels of assessment literacy, there is a serious risk of the misuse of language tests that powerfully impact the life chances of individuals applying for university places (Shohamy, 2001).”
Washback and impact (2005, background): “in which language testing is characterized as the exercise of power by one party over another (Shohamy 2001).”
Constructing a language assessment knowledge base: A focus on language assessment courses (2008, background): “It implies epistemological shifts regarding knowledge construction as well as critical views on the role of language tests in society, on the need to democratize assessment and on the responsibility of language testers (Kunnan, 2000; Lynch, 2001; McNamara & Rover, 2006; Shohamy, 2001).”