STUDENTS’ ACADEMIC BACKGROUND AND HIGH SCHOOL NATIONAL ACHIEVEMENT EXAMINATIONS (HNAES) AS AN ALTERNATIVE FOR THE CONVENTIONAL UNIVERSITY ENTRANCE EXAMINATIONS (UEES): EVALUATION OF WHYS, WHATS , AND HOWS OF THE CHANGE

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KIANY GOLAM REZA

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Journal Paper

Paper Information

Journal: Journal of Language and Translation Studies Year:2016 | Volume:48 | Issue:4 (26) Page(s): 1-5

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Title

STUDENTS’ ACADEMIC BACKGROUND AND HIGH SCHOOL NATIONAL ACHIEVEMENT EXAMINATIONS (HNAES) AS AN ALTERNATIVE FOR THE CONVENTIONAL UNIVERSITY ENTRANCE EXAMINATIONS (UEES): EVALUATION OF WHYS, WHATS , AND HOWS OF THE CHANGE

Author(s)

KIANY GOLAM REZA | Issue Writer Certificate

Keywords

REFORM IN SELECTION SYSTEM

INTENDED CONSEQUENCES

STUDENTS’ ACADEMIC RECORDS

HIGH-STAKES TESTS

Abstract

Extended Abstract:1. Introduction:In the current era of policies and practices of testing-based accountability, HIGH-STAKES TESTS such as university entrance exams are widely perceived to have immense importance for the people and institutions involved because they induce a rather equal curriculum through a renewed focus on what is measured. In fact, HIGH-STAKES TESTS have the potential to shape curricular teaching and learning. Such a consequential alignment of teaching and learning with testing, i.e., ‘test wash back’ has recently encouraged policymakers to manage for a reform in situations where HIGH-STAKES TESTS can be deliberately employed to promote standards of teaching, accountability and powerful learning. Macro policies as such have formed the key concerns of many reformers around the globe, including Iran. A scrutiny of the ways these policies are conceptualized at their planning phase, and the possible dilemmas and challenges anticipated for their implementation have been the subject of very scarce studies, however. The present study aimed to unveil macro-policies, plans, values, dnaconceptualizations underlying different perspectives of a community of policymakers and planners planning for gradual substitutions of the University Entrance Examinations (UEEs) with the High school National Achievement Examinations (HNAEs) and students’ academic background, in a test change context in Iran.

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APA: Copy

KIANY, GOLAM REZA. (2016). STUDENTS’ ACADEMIC BACKGROUND AND HIGH SCHOOL NATIONAL ACHIEVEMENT EXAMINATIONS (HNAES) AS AN ALTERNATIVE FOR THE CONVENTIONAL UNIVERSITY ENTRANCE EXAMINATIONS (UEES): EVALUATION OF WHYS, WHATS , AND HOWS OF THE CHANGE. JOURNAL OF LANGUAGE AND TRANSLATION STUDIES, 48(4 (26) ), 1-5. SID. https://sid.ir/paper/727710/en

Vancouver: Copy

KIANY GOLAM REZA. STUDENTS’ ACADEMIC BACKGROUND AND HIGH SCHOOL NATIONAL ACHIEVEMENT EXAMINATIONS (HNAES) AS AN ALTERNATIVE FOR THE CONVENTIONAL UNIVERSITY ENTRANCE EXAMINATIONS (UEES): EVALUATION OF WHYS, WHATS , AND HOWS OF THE CHANGE. JOURNAL OF LANGUAGE AND TRANSLATION STUDIES[Internet]. 2016;48(4 (26) ):1-5. Available from: https://sid.ir/paper/727710/en

IEEE: Copy

GOLAM REZA KIANY, “STUDENTS’ ACADEMIC BACKGROUND AND HIGH SCHOOL NATIONAL ACHIEVEMENT EXAMINATIONS (HNAES) AS AN ALTERNATIVE FOR THE CONVENTIONAL UNIVERSITY ENTRANCE EXAMINATIONS (UEES): EVALUATION OF WHYS, WHATS , AND HOWS OF THE CHANGE,” JOURNAL OF LANGUAGE AND TRANSLATION STUDIES, vol. 48, no. 4 (26) , pp. 1–5, 2016, [Online]. Available: https://sid.ir/paper/727710/en

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