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The sociocultural activity of high s...

Booth, Dawn Karen.

The sociocultural activity of high stakes standardised language testingTOEIC washback in a South Korean context /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The sociocultural activity of high stakes standardised language testingby Dawn Karen Booth.
Reminder of title:	TOEIC washback in a South Korean context /
Author:	Booth, Dawn Karen.
Published:	Cham :Springer International Publishing :2018.
Description:	xv, 256 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Education.
Online resource:	http://dx.doi.org/10.1007/978-3-319-70446-3
ISBN:	9783319704463$q(electronic bk.)

The sociocultural activity of high stakes standardised language testingTOEIC washback in a South Korean context /
Booth, Dawn Karen.

The sociocultural activity of high stakes standardised language testingTOEIC washback in a South Korean context /[electronic resource] :by Dawn Karen Booth. - Cham :Springer International Publishing :2018. - xv, 256 p. :ill., digital ;24 cm. - English language education,v.122213-6967 ;. - English language education ;v.2..

1.Introduction -- 2. South Korea -- 3. The TOEIC -- 4. Washback -- 5. Learning: A Social Perspective -- 6. Case Studies: Overview -- 7. Student Test Activity: Majors Other than English -- 8. Student Test Activity: English Majors -- 9. Washback Activity: At the Micro Level -- 10. Washback Activity: At the Micro Level -- 11. Expanding the Concept of Washback -- Appendices.

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.

ISBN: 9783319704463$q(electronic bk.)

Standard No.: 10.1007/978-3-319-70446-3doiSubjects--Topical Terms:

177995
Education.

LC Class. No.: LB2822.75

Dewey Class. No.: 371.26

The sociocultural activity of high stakes standardised language testingTOEIC washback in a South Korean context /
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245 1 4 $a The sociocultural activity of high stakes standardised language testing $h [electronic resource] : $b TOEIC washback in a South Korean context / $c by Dawn Karen Booth.
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505 0 $a 1.Introduction -- 2. South Korea -- 3. The TOEIC -- 4. Washback -- 5. Learning: A Social Perspective -- 6. Case Studies: Overview -- 7. Student Test Activity: Majors Other than English -- 8. Student Test Activity: English Majors -- 9. Washback Activity: At the Micro Level -- 10. Washback Activity: At the Micro Level -- 11. Expanding the Concept of Washback -- Appendices.
520 $a 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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