The Power of Tests: A Critical Perspective on the Uses of Language Tests

By E. Shohamy. 2001

329 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/82c84ccbe1aacd4f5cb33c674552287280f7f63d

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Citations in the corpus

Is testing an efficient agent for pedagogical change? Examining the intended washback of the writing task in a high‐stakes English test in China (2007, background): “Shohamy (2001) proposed that the intentions of decision-makers should be one focus of washback studies.”
Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies (2011, background): “It is the power of tests that enables those in authority to use them as a major tool to perpetuate such agendas, given that those who are affected by these tests comply with the test demands, given the tests’ consequences on their personal lives (Shohamy, 2001).”
Classroom-based assessment: Possibilities and pitfalls (2007, background): “McNamara (1998, p. 311) draws his readers' attention to Spolsky (1995) who stressed "that tests and examinations have historically been a means of control and power ever since the original shibboleth test in the Bible" (see also Shohamy, 2001a, 2001b ).”
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, background): “Finally, resistance to and rejection of the evaluative judgement of students and schools (e.g. Shohamy, 2001) has been incorporated into a multidimensional model of teacher conceptions (Brown, 2008).”
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes (2011, unknown): “What we term an anti-purpose is a belief that assessment is fundamentally irrelevant to the life and work of teachers and students (Irrelevant, Shohamy, 2001).”
TESOL Methods: Changing Tracks, Challenging Trends (2006, background): “Various aspects of pedagogic operations including teaching for academic purposes (Benesch, 2001), testing techniques (Shohamy, 2001), discourse analysis (Fairclough, 1995) and classroom interaction (Kumaravadivelu, 1999) have been”
Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance. (2011, background): “What we term an anti-purpose is a belief that assessment is fundamentally irrelevant to the life and work of teachers and students (Irrelevant, Shohamy, 2001).”
Looking Back, Taking Stock, Moving Forward: Investigating Gender in TESOL. (2004, background): “As with teaching, although English defines the field, looking multilingually sheds new light on the complexity of what Skilton-Sylvester (2000) has called ethnigendered language practices (see also Pavlenko & Piller, 2001).”