Table 4 T test for teacher’s knowledge of social consequences of high-stake English language tests before and after the treatment

1

High-stake tests might lead to the test-takers deprivation from higher education

2.8

3.6

4.1

0.001

2

High-stake tests might be biased towards one specific gender

2.5

4.2

3.5

0.001

3

Test items and tasks might be biased to test takers from specific ethnicities and cultural backgrounds

2.4

3.9

3.6

0.001

4

Test tasks and items might not be suitable for test takers with physical disabilities

2.7

3.8

2.9

0.001

5

Test items and tasks might lead to educational inequalities

2.6

4

7.6

0.001

6

Performance on high-stake tests affects the test takers’ chances of migration to English-speaking countries

2.4

3.8

6.3

0.001

7

The test takers’ scores on the high-stakes tests affect the test takers’ entry to famous universities

2.1

3.7

6.6

0.001

8

The test takers’ scores affect their chances of finding a good job

2.2

3.8

6.5

0.001

9

Migrants with low band scores on high-stake tests might be marginalized

2.3

3.8

8.41

0.001

10

The test-takers’ scores and performance on language tests affect their incomes

2.4

3.8

8.4

0.001

11

High-stake tests are good sources of English-speaking countries

2.7

3.9

6.3

0.001

12

Taking high-stake tests is very expensive for students from low-income countries

2.5

3.8

10.5

0.001

13

Test takers have to spend much time and money to get prepared for high-stake tests

2.5

3.9

11.2

0.001

Total

32.1

50

17.8

0.001