Fairness in College Entrance Exams in Japan and the Planned Use of External Tests in English

Abstract

The Japanese government recently decided to replace the English section of the nationwide college entrance exam with external proficiency tests. This policy was motivated by the desire to improve the speaking proficiency of students by directly assessing it in college entrance examinations. However, in Japan, an English-as-a-foreign-language context, students’ English proficiency, and speaking ability in particular, is greatly influenced by socioeconomic status (SES) because students need to seek greater opportunities to develop English-speaking skills. The accessibility and affordability of taking external tests are also influenced by students’ SES. Issues regarding the fairness of this policy need to be carefully examined. In this paper, we consider a series of potential rebuttals that would weaken the fairness of assessment in the validity arguments regarding the use of external tests in this policy. We also identify fairness issues that are critical for major stakeholders in this reform. And finally, we raise questions concerning the basic premises underlying this policy, including arguments for a positive washback effect caused by the speaking tests on primary and secondary school English education and the importance of English-speaking abilities for a globalizing world.