Table 2 Claims for the communication argument of CET consequences
From: Consequential research of accountability testing: the case of the CET
Stakeholder | Communication engagement claims |
|---|---|
MOE | 1. Educational policymakers are well informed of the benefits and pitfalls in using the test to promote educational reform. |
NEEA | 2. The test provider is engaged in an active communication with stakeholders, especially educational policymakers and other decision makers. |
NCETC | 3. The test developer is engaged in an active communication with stakeholders, especially technical support teams, teachers and learners. |
Technology companies | 4. Technical teams understand the design principles and requirements of the test and are able to meet the needs of test delivery and scoring. |
Institutions | 5. Higher education institutions understand CET scores and are able to make appropriate decisions on the uses of test scores. |
Teachers | 6. Teachers are equipped with an adequate knowledge about the test so as to better prepare learners for the test and make best use of the test to improve teaching and learning. |
Learners | 7. Learners are provided with sufficient information about the test so as to better prepare for the test and use test results to improve learning. |
Other users | 8. Users are equipped with an adequate knowledge about the test to make informed decisions on test uses for various gate-keeping functions. |