Relevant bibliographies by topics / Impact ; washback ; english language testing

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  2. Dissertations / Theses
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Academic literature on the topic 'Impact ; washback ; english language testing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Impact ; washback ; english language testing"

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Alqahtani, Faten. "The Impact of Language Testing Washback in Promoting Teaching and Learning Processes: A Theoretical Review." English Language Teaching 14, no. 7 (2021): 21. http://dx.doi.org/10.5539/elt.v14n7p21.

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Existing literature indicates that assessment is a critical aspect of teaching and learning language; the outcomes of testing are vital. The history of assessment can be traced back to when exams primarily served two significant purposes in China: choosing candidates for admission into government offices and preventing corruption. Washback as a concept can be traced back to the 1990s. It was advanced by Alderson and Wall in 1993 as a force that obliges test-takers and tutors to engage in particular tasks or activities due to exams. In this regard, washback is an impact that a test has on the t
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Madhusudhan Rao, Munagala, and Mohammad Imdadul Haque. "A STUDY ON IMPACT OF TESTING ON ENGLISH AS A FOREIGN LANGUAGE TEACHING IN A SAUDI ARABIAN UNIVERSITY." Humanities & Social Sciences Reviews 7, no. 2 (2019): 58–71. http://dx.doi.org/10.18510/hssr.2019.727.

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Purpose of the study: The aim of this study is to identify if the teachers of English as a Foreign Language (EFL) yield to testing and results, while teaching. The impact of teaching on testing is called washback. Tests have positive and negative results on the students. The attitude of teachers towards washback impacts a lot on students as they play a pivotal role to reduce the impact of negative influence on teaching and learning.
 Methodology: A background information questionnaire is generated for 57 EFL teachers in Saudi Arabia. Besides, another questionnaire with sixteen statements
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Kiomrs, Razavipour, Riazi Abdolmehdi, and Rashidi Naser. "On the Interaction of Test Washback and Teacher Assessment Literacy: The Case of Iranian EFL Secondary School Teachers." English Language Teaching 4, no. 1 (2011): 156. http://dx.doi.org/10.5539/elt.v4n1p156.

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It is by now well established that teacher characteristics play a major role in the way high stakes tests impact education (Alderson and Hamp-Lyons 1996). What remains an open question, however, is specifying the type of characteristics that have the potential to moderate the backwash effects of tests. This study was designed to isolate the effects of teachers’ assessment literacy in moderating the washback effects of summative tests in the EFL context of Iran. A test of assessment literacy and a questionnaire on English language teaching practices were administered to 53 EFL secondary school
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Madkur, Ahmad, and Dedi Irwansyah. "The Students’ Perceptions of National Examination Washback: A Case Study at MTS Daarul ‘Ulya Metro." Al-Ta lim Journal 25, no. 2 (2018): 153–62. http://dx.doi.org/10.15548/jt.v25i2.405.

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Studies on washback of testing have been recently conducted. This demonstrates that there is a growing awareness that testing can have consequences beyond just the classroom. For one decade, Ministry of Education in Indonesia has administered National Examination (NE) as the standardized test for passing grade requirement. In spite of its good aim, NE has become one of controversial issues among educators, students and even parents. Some say yes while some others say no. This paper was mainly attempted to display some impacts, not all, of NE toward the test takers, the students. A qualitative
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Macqueen, Susy, Ute Knoch, Gillian Wigglesworth, et al. "The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities." Language Testing 36, no. 2 (2018): 265–87. http://dx.doi.org/10.1177/0265532218775758.

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All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia’s National Assessment Program - Literacy and Numeracy (NAPLAN), the intended benefits of which are increased accountability and improved educational outcomes. The NAPLAN purpose is comparable to that of other state and national ‘core skills’ testing programs, which evaluate cross-sections of populations in order to compare resul
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Saito, Yukie. "Impacts of Introducing Four-Skill English Tests into University Entrance Examinations." Language Teacher 43, no. 2 (2019): 9. http://dx.doi.org/10.37546/jalttlt43.2-2.

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From 2020, four skills English tests administered by external testing companies will be introduced as university entrance examinations throughout Japan (MEXT, 2017a). It has been often claimed that the current state of the English entrance examinations has hindered senior high school teachers from conducting communicative language teaching (Nishino, 2008; O’Donnell, 2005; Taguchi, 2005). The objective of introducing four skills English tests is to bring about positive washback effects and change classroom practice by abolishing the Center Test, which currently evaluates only reading and listen
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Erfiani, Nunun Nuki. "THE WASHBACK EFFECTS OF TESTING PRACTICES ON ENGLISH LANGUAGE TEACHING." IJET (Indonesian Journal of English Teaching) 7, no. 2 (2018): 103–9. http://dx.doi.org/10.15642/ijet2.2018.7.2.103-109.

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Teachers often confused how they can get feedback from their students as one of supporting education components they need. Therefore, washback effects are important as the feedback. This essay studies the washback effects of testing practices on English language teaching. This essay covers three important parts which discuss washback effects. The first part tells the introduction which consists of background to the study, objectives of the study, and limitation of the problem. The second part clarifies English language teaching in Indonesia, English language teaching in Junior High Schools, te
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Salmani Nodoushan, Mohammad Ali. "Washback or backwash? Revisiting the status quo of washback and test impact in EFL contexts." Studies in English Language and Education 8, no. 3 (2021): 869–84. http://dx.doi.org/10.24815/siele.v8i3.21406.

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It has been argued in the literature on (language) testing that any act of testing/assessment can impact (a) educators’ curriculum design, (b) teachers’ teaching practices, and (c) students’ learning behaviors. This quality of any given testing situation or act of assessment has been called washback, or backwash if you will. Washback falls into the two categories of positive or negative—that is, beneficial or harmful. After an overview of the existing scholarly knowledge on washback, this paper argues that washback is not necessarily a test quality. Drawing on the notion of test method facets,
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Lodhi, Muhammad Arfan, Irum Robab, Sumera Mukhtar, Hifza Farman, and Sana Farrukh. "Impact of Washback on ESL Students’ Performance at Secondary Level." International Journal of English Linguistics 8, no. 6 (2018): 227. http://dx.doi.org/10.5539/ijel.v8n6p227.

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This descriptive study explores the impact of washback on ESL students’ performance at secondary level. In this study, the term “washback” refers to the test effect on content of curriculum, learning English, teaching and the activities conducted in classroom. The factors other than the test itself may affect positive washback; lack of positive washback does not make test invalid whereas the negative washback effect occurs when there is lack of construct validity of test. Test design and validity plays vital role in achieving positive washback (Messick, 1996). The study aims to investigate the
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Hughes, Lee. "WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (2021): 1–9. http://dx.doi.org/10.30743/ll.v5i1.3238.

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This study investigated awareness among native-English instructors teaching English to first year freshman students studying English at a university in Japan, and the potential effects of their chosen methods of oral evaluation on washback. Washback effect refers to the impact of testing – whether positive or negative - on teaching practices, curriculum design, and learning behaviors. Oral washback, in particular, in evaluation has seen increased importance in recent years, with more consideration given to how to provide positive oral washback in evaluations to ensure that they are as effectiv
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Dissertations / Theses on the topic "Impact ; washback ; english language testing"

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Memon, Natasha. ""If I just get one IELTS certificate, I can get anything" : an impact study of IELTS in Pakistan." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21122.

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This thesis examines the impact of the high-stakes International English Language Testing System (IELTS) across different stakeholders in Pakistan, and on Pakistani education, society and economy more broadly. The global profile of IELTS means that washback and impact studies (both comparative and country-specific) are now increasingly carried out by Cambridge ESOL (Hawkey, 2006; Moore et al., 2012). These are undertaken not simply with a view to improving the test, but with a view to investigating how it is used and perceived. In Pakistan, as elsewhere, IELTS has assumed great significance on
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Chen, Lih-Mei D. "TAIWANESE JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PERCEPTIONS OF THE WASHBACK EFFECT OF THE BASIC COMPETENCE TEST IN ENGLISH." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1039116364.

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Gebeyehou, Djenie Leta. "Achievement, washback, and proficiency in school leaving examination : a case of innovation in the Ethiopian setting." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305035.

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Yang, Tieh Chung. "Rethinking washback : the interplay of beliefs and contextual factors to mediate pedagogy." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/18370.

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This study addresses issues of English as a foreign language (EFL) practice in the attainment-oriented context at the tertiary level. Referring to the widespread use of testing as an instrument for the enhancement of teaching quality, the study stresses the importance of teachers’ epistemological beliefs and other contextual factors to mediate teacher’s pedagogical decision-making. Four EFL teachers at Air Force colleges in Taiwan were selected to participate in the present research. The EFL teachers’ beliefs were collected by semi-structured interviews, and actual classroom practices were ana
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Saville, N. D. "Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/134953.

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There is no comprehensive model of language test or examination impact and how it might be investigated within educational contexts by a provider of high-stakes examinations, such as an international examinations board. This thesis addresses the development of such a model from the perspective of Cambridge ESOL, a provider of English language tests and examinations in over 100 countries. The starting point for the thesis is a discussion of examinations within educational processes generally and the role that examinations board, such as Cambridge ESOL play within educational systems. The histor
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Cheng, Liying. "The washback effect of public examination change on classroom teaching : an impact study of the 1996 Hong Kong Certificate of Education in English on the classroom teaching of English in Hong Kong secondary schools /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19613477.

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Hwang, Hee-Jeong 1968. "The impact of high-stakes exams on teachers and students : a washback study of the university entrance exam at the secondary school level in South Korea." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79776.

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The notion that tests have a strong influence on teaching and learning is referred to as 'washback' or 'backwash'. Questioning the assumption that washback occurs automatically, without the basis of empirical research, studies have been conducted in various contexts of English teaching and learning. No research, however, on the washback effect of tests within the Korean English as a Foreign Language (EFL) context has been carried out. The present study was designed to examine the washback effect of the College Scholastic Ability Test (CSAT), a university entrance exam, on EFL teaching a
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Cheng, Liying, and 程李穎. "The washback effect of public examination change on classroomteaching: an impact study of the 1996 HongKong Certificate of Education in English on the classroom teaching ofEnglish in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31236674.

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Her, Jia-Huey. "The Globalization of English: Its Impact on English Language Education in the Tertiary Education Sector in Taiwan." The University of Waikato, 2007. http://hdl.handle.net/10289/2809.

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The overall agenda for the research reported here grew out of semi-structured interviews with senior educational managers from a tertiary educational institution in Taiwan. These managers raised a number of issues, including the changing profile of tertiary students, the changing nature of English curricula, the increasing need for English teaching staff to be adaptable, highly qualified and research-active, and the growing pressure on institutions to introduce English language proficiency benchmarking. Each of these issues can be related to the impact of globalization and, in particular, the
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司徒天琦 and Tin-ki Tinky Seto. "The impact of the English language school-based assessment in the HongKong certificate of education examination on the teaching andassessment practices of teachers of secondary four lower-proficiencylearners: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241165.

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Books on the topic "Impact ; washback ; english language testing"

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Bailey, Kathleen M. Washback in language testing. Educational Testing Service, 1999.

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Changing language teaching through language testing: A washback study. Cambridge University Press, 2005.

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Green, Anthony. IELTS washback in context: Preparation for academic writing in higher education. Cambridge University Press, 2007.

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Tsagari, Dina. The complexity of test washback: An empirical study. Peter Lang, 2009.

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Tsagari, Dina. The complexity of test washback: An empirical study. Peter Lang, 2009.

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Wall, Dianne. The impact of changes in the TOEFL examination on teaching and learning in central and eastern Europe: Phase 1, the baseline study. Test of English as a Foreign Language, 2006.

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Loumbourdi, Lambrini. Power and Impact of Standardised Tests: Investigating the Washback of Language Exams in Greece. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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Loumbourdi, Lambrini. Power and Impact of Standardised Tests: Investigating the Washback of Language Exams in Greece. Lang Publishing, Incorporated, Peter, 2014.

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Washback in Language Testing: Research Contexts and Methods. Lawrence Erlbaum, 2003.

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1959-, Cheng Liying, Watanabe Yoshinori J. 1956-, and Curtis Andy, eds. Washback in language testing: Research contexts and methods. Lawrence Erlbaum, 2004.

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Book chapters on the topic "Impact ; washback ; english language testing"

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Tsagari, Dina, and Liying Cheng. "Washback, Impact, and Consequences Revisited." In Language Testing and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_24.

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Tsagari, Dina, and Liying Cheng. "Washback, Impact, and Consequences Revisited." In Language Testing and Assessment. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_24-1.

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Wall, Dianne. "Impact and Washback in Language Testing." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_26.

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Han, Feifei. "Washback of the Reformed College English Test Band 4 (CET-4) in English Learning and Teaching in China, and Possible Solutions." In Challenges in Language Testing Around the World. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_4.

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De Silva, Radhika. "Assessment Literacy and Assessment Practices of Teachers of English in a South-Asian Context: Issues and Possible Washback." In Challenges in Language Testing Around the World. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_31.

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Đinh Thị, Phương Hoa, and Handoyo Puji Widodo. "The Washback Effect of the Vietnam Six-Levels of Foreign Language Proficiency Framework (KNLNNVN): The Case of the English Proficiency Graduation Benchmark in Vietnam." In Challenges in Language Testing Around the World. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_9.

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"The IELTS Impact Study: Investigating Washback on Teaching Materials." In Washback in Language Testing. Routledge, 2004. http://dx.doi.org/10.4324/9781410609731-14.

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"Washback or Backwash: A Review of the Impact of Testing on Teaching and Learning." In Washback in Language Testing. Routledge, 2004. http://dx.doi.org/10.4324/9781410609731-9.

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"Washback in Classroom-Based Assessment: A Study of the Washback Effect in the Australian Adult Migrant English Program." In Washback in Language Testing. Routledge, 2004. http://dx.doi.org/10.4324/9781410609731-16.

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White, Benjamin J., and Sumeeta Patnaik. "Summative Assessment in an IEP." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6986-2.ch015.

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The purpose of this chapter is to share an assessment model built specifically upon teacher collaboration and, more broadly, to encourage readers to consider the power of collaboration within an intensive English program (IEP). After examining traditional assessment challenges faced by IEPs, the chapter presents a collaborative assessment model, the basic premise of which is that teachers of the same students across three core courses within the same IEP level work together to create a common midterm and final exam. The model is examined in light of the five assessment principles of validity, reliability, practicality, authenticity, and washback. Finally, benefits and challenges of teacher collaboration are considered from the perspective of program administrators.
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