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Relevant bibliographies by topics / Washback

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Academic literature on the topic 'Washback'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Washback"

1

Kobayashi, Miyoko. "BOOK REVIEW: Washback, Washback, Washback..." Language Assessment Quarterly 2, no. 4 (October 2005): 321–25. http://dx.doi.org/10.1207/s15434311laq0204_6.

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Mitsiaki, Maria, Nansia Kyriakou, Despo Kyprianou, Chrysovalanti Giannaka, and Pavlina Hadjitheodoulou. "Washback Effects of Diagnostic Assessment in Greek as an SL: Primary School Teachers’ Perceptions in Cyprus." Languages 6, no. 4 (November 26, 2021): 195. http://dx.doi.org/10.3390/languages6040195.

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Washback of diagnostic tools targeted to young migrant learners has been an under-researched area in the language assessment field. This paper explores teachers’ perceptions on the Greek Diagnostic Language Assessment (GDLA) tool recently introduced into the SL preparatory classes of the Cyprus primary education. The tool’s implementation coincides with the launch of a new SL curriculum. The objective is fourfold: (1) to examine GDLA’s washback effects on teaching/assessment, (2) to investigate washback’s variability with respect to several contextual variables, (3) to collect feedback on the perceived credibility of the tool, and (4) to reflect on the use of the GDLA tool as a lever of instructional reform in support of curricular innovation. The study employs a mixed-methods approach and draws on (a) quantitative data (questionnaire, 234 informants) and (b) qualitative data (interviews, 6 participants). The results indicate a positive and quite strong washback on teaching and assessment. However, they bring to the surface several misconceptions on the purpose and the implementation of diagnostic assessment, pointing to gaps in the teachers’ assessment literacy. They also bring into play school administration constraints. Finally, they imply that a diagnostic assessment aligned to a context-sensitive curriculum may bind the test to positive washback.

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Ha, Nguyen Thi Thanh. "A literature review of washback effects of assessment on language learning." SOCIAL SCIENCES 9, no. 2 (June 2, 2020): 3–16. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.2.257.2019.

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This paper reviews the empirical studies on washback effects of assessment on language learning. The study begins with the definitions of washback, its equivalent terms, and dimensions of washback. Then it summarizes the empirical studies of washback on three most frequently investigated areas, namely learners’ motivation, behaviours, and achievement. Finally, it examines the mechanism by which washback on learning is generated. The findings show how complex and context-dependent test washback is and, based on these findings, the authors provide some recommendations for future research.

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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 (December 29, 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, testing practices on English language teaching, factors influence testing practices, washback effects of testing practices, and areas affected by washback. The third part reviews research studies on washback effects to explore the washback effects of testing practices on English language teaching. The last part, conclusion, is consistent with the effects of washback of testing practices on English language teaching.

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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 (September 2, 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 effects of positive washback and benefits in learning and teaching processes in ESL classrooms, while negative washback effects are destructive and can be a hindrance in achieving the goals in ESL classrooms. Recent research is descriptive in nature and survey based method was adopted for this study. 50 teachers were selected by using purposive sampling technique and 100 students were selected by using simple random sampling technique. Three tools were used for this study including: Questionnaire, Test and Observation checklist. The findings of the study exhibit that negative washback effect has its influence on tests, learning and teaching. The study concludes with a realization of the fact that language pedagogy is affected by washback. However, it is claimed by majority of the teachers that washback affects the selection of teaching methods because exams stress brings pressure and it becomes necessary for English teachers to develop linguistic competence in their students. For future researches it is recommended that other studies should be made in order to find out the impact of washback on the strategies adopted by learners while learning second language.

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Atmojo, Arief Eko Priyo. "Facilitating Positive Washback through Authentic Assessment in EFL Assessment." Acitya: Journal of Teaching and Education 3, no. 2 (July 31, 2021): 226–33. http://dx.doi.org/10.30650/ajte.v3i2.2219.

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Washback has become a main concern for researchers in the field of language testing proven by numerous studies which have been done. The degree, nature, and scope of washback depend on the kinds of tests employed and the contexts where the tests are administered. This present article is aimed at discussing how authentic assessment brings positive washback in EFL assessment. It is only a literature review, not an empirical research article. This article limits and focuses the discussion on the washback at micro level which means the test effects on teaching and learning at classroom level. It addresses how authentic assessment leads to positive washback in EFL assessment. It also discusses how each form of authentic assessment can uniquely generates positive washback in EFL assessment. In conclusion, authentic assessment brings positive washback in EFL classes. It links classroom instructions to students’ real-world experiences. It is suggested for EFL teachers to be literate of how to facilitate positive washback in EFL assessment and how to employ authentic assessment in assessment practices. Some kinds of further researches are also encouraged.

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Kim, Hyun Jung, and Taeyeon Hwang. "Washback of Second Language Assessment: Focusing on Research in the International and Korean Contexts." Korea English Language Testing Association 17, no. 2 (December 31, 2022): 11–31. http://dx.doi.org/10.37244/ela.2022.17.2.11.

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Washback has been of interest in the field of second and foreign language teaching as well as testing; indeed, it has been widely discussed as one of the key test qualities. While multifaceted aspects of washback have been proposed and examined, there still remain many more unanswered questions because washback should be evaluated in relation to a specific testing and teaching/learning situation. It is therefore worth reviewing prior research and identifying gaps in the literature to address future research on washback, especially in the Korean context. This article first reviews seminal theoretical contributions to the current understanding of washback. It then introduces prior empirical research on two test types: largescale testing and classroom/school-based assessments used in both international and Korean contexts. Whereas the washback effects of representative international large-scale tests have been widely examined worldwide, there have been a limited number of studies on washback involving large-scale and classroom assessments in the Korean context. The primary focus of prior research has been on the perceptions of teachers and learners, while empirical evidence in teaching and learning is still lacking. These comprehensive, critical reviews illustrate washback effects on a range of stakeholders at different stages of teaching and learning, which contribute to addressing the need for future research on washback.

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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 (September 16, 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, the paper lends support to claims that see washback as a main function of teaching, learning, and policy-making situations or conditions rather than a quality of any given test. The paper also argues that the concepts of facet design and analysis including formal research designs, structural hypothesis testing, and measurement are inevitable and inescapable in any comprehensive model of washback. A possible borderline between backwash and washback is also proposed.

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Kuang, Qi. "A Review of the Washback of English Language Tests on Classroom Teaching." English Language Teaching 13, no. 9 (August 7, 2020): 10. http://dx.doi.org/10.5539/elt.v13n9p10.

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Scholars have long recognized the Washback effect of English language tests on English teaching inside the classroom. However, the lack of scholarly reports in this area is also nonnegligible. Therefore, the present study intends to review some empirical researches that focus on the washback of some English language tests on different aspects of classroom teaching, including the washback on course content, teaching materials, and teaching activities. Both positive and negative washback are found on these aspects and can be attributed to a number of factors, including differences in features of the test content, differences in tests’ coordination to course syllabus, differences in teachers’ adoption of teaching methods, etc. The final discussion recognizes the complicated mechanism of washback of the English language test on classroom teaching and serves to bring out some scholarly and pedagogical implications. On the one hand, future studies could focus more on how to bring out positive washback of English language tests on classroom teaching. On the other hand, pedagogical practices could take advantage of the latest scholarly findings to maximize the efficacy of the aforementioned positive washback.

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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 (June 27, 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 effective as possible in improving English levels. A mixed methods approach was used – a survey and interviews – with five instructors to find out about how they assess their students and how aware and how much attention they gave to possible washback effects of their chosen methods of evaluation. It was found that there is quite a variance among different instructors and knowing more about how to promote more positive oral washback to be useful in improving evaluation methods used.

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Dissertations / Theses on the topic "Washback"

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Gosa, Codruta Maria Cornelia. "Investigating washback : a case study using student diaries." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422527.

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Tsagari, Dina. "The complexity of test washback an empirical study." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/994779968/04.

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Choi, Su-Yun. "Washback of TOEFL iBT in Korean commercial test-preparation institutes." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683465.

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This study explored the washback of TOEFL iBT on Korean teachers and students in commercial language institutes in Korea. Firstly, it observed the participants ' perceptions and attitudes towards TOEFL iBT and secondly, their teaching and learning practices in test-preparation classrooms. 194 adult students participated in the survey, six of whom were interviewed. Seven teachers participated in the research: four in classroom observations and questionnaires and six in interviews. Qualitative data were analyzed with Saldana's (2009) coding methods using NVivo 9 and quantitative data were analyzed using SPSS 19. The findings show that the participants had positive attitudes towards note-taking, the exclusion of the Structure section, the usefulness of the Speaking and Writing sections, and the validity of TOEFL iBT. However, some participants were negative about the addition of accents in the Listening section, the testing methods, and the Speaking and Writing sections. Their learning and teaching methods were various depending on the individuals. However, the general learning methods were highly focused on improving test scores and the Speaking and Writing classes were the same as typical test-preparation classes. Thus, some positive washback on teaching and learning were found. However, the participants' approaches towards the Speaking and Writing sections were limited to mastering test-taking strategies. It is proposed that this study will be useful for test-developers, such as those in the ETS (Educational Testing Services) and the KICE (Korean Institute for Curriculum Evaluation) in terms of designing English proficiency tests. In addition, the findings indicate the importance of teacher training for teachers conducting test-preparation classes.

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Wang, Jing. "A study of the role of the 'teacher factor' in washback." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96731.

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The current study seeks to explore the washback effects of the CET (College English Test) on teacher beliefs, interpretations and practices, and in particular seeks to discover the way the 'teacher factor' is manifested in the washback phenomenon. It also investigates the pedagogical as well as the social and personal complexities influencing teachers' beliefs and interpretations and practices. This study addresses the research question: What role does the 'teacher factor' play in washback in the Chinese university context? Participants were 195 tertiary-level EFL teachers of the non-English programs. The main purpose of this study was to investigate whether tests constitute a major constraint on CE (College English) instructional innovation in China. In addition, the intent of the study was to find out what aspects pertinent to this factor (e.g., teacher beliefs, teacher knowledge, experiences) present the major barrier to the implementation of instructional change. A mixed methods approach combining both qualitative and quantitative methods of data collection and data analysis was adopted in this study. A teacher survey and in-depth case studies (through focused group/individual interviews and classroom observations) were used to collect data. Data were analyzed in two phases. Qualitative analysis involved the use of constant comparative method, while quantitative analysis in this study involved descriptive statistics (e.g., frequency counts, means, standard deviations, etc.) and inferential statistics (e.g., exploratory factor analysis, confirmatory factor analysis, and structural equation modeling). The findings from this study suggest that the CET coupled with various interrelated components of the 'teacher factor' is involved in fostering the washback effect. Given the complexities underlying the washback phenomenon, the educational change carried out in curriculum and assessment is not sufficient on its own to entail teacher change in terms of pedagogical strategies. It appears that for fundamental changes in teacher practice to occur, they must be accompanied by other changes in teachers' knowledge, beliefs, attitudes and thinking that inform such practice. The pedagogical implications from the study include (1) the need to inform EFL teachers of the purpose and benefits of tests to help them maintain a positive attitude toward the role of tests in the educational system; and (2) enhanced teacher training in how to make their teaching more truly communicative in nature. It is hoped that the issues identified in this study can serve to inform educational authorities, test designers and teachers, and serve as an impetus to upgrade EFL teaching in China.
La présente étude vise à explorer le effet de retour (washback) du test d'anglais au niveau collègiale (TAC) sur les croyances, interprétations et pratiques de l'enseignant. Elle cherche en particulier à découvrir la voie par laquelle le « facteur enseignant » est manifesté dans ce phénomène. Elle enquête aussi sur les complexités pédagogiques de même que sociales et personnelles influençant les croyances, interprétations et pratiques des enseignants. Cette étude pose la question de recherche : Quel rôle joue le 'facteur enseignant' en washback dans le contexte de l'université Chinoise? Les participants étaient 195 enseignants universitaire de l'anglais langue étrangère (ALE) des programmes non-anglais. Le propos principal de cette étude était de chercher à savoir si les tests constituent une contrainte majeure sur l'innovation d'enseignement d'anglais au niveau collègiale (AC) en Chine. De plus, l'intention de cette étude était de trouver quels aspects pertinents de ce facteur (ie., croyances de l'enseignant, connaissance et expériences de l'enseignant) présentent la barrière majeure à la mise en œuvre du changement d'instruction. Une approche de méthodes mixtes combinant à la fois les méthodes qualitative et quantitative de collection et d'analyse de données fut adoptée dans cette étude. Un sondage auprès d'enseignants et des études de cas en profondeur (à travers des entrevues individuelles et en groupes puis des observations en classes) furent utilisés pour collecter les données. Celles-ci furent analysées en deux phases. L'analyse qualitative impliquait l'utilisation d'une méthode comparative constante, tandis que l'analyse quantitative dans cette étude impliquait des statistiques descriptives (i.e., comptages de fréquence, moyens, déviations standards etc) et des statistiques déductives (i.e., analyse de facteur exploratoire, analyse de facteur confirmatoire, et modelage d'équation structurelle). Les resultats de cette étude suggèrent que le TAC couplé à diverses composantes interreliées du 'facteur enseignant' participe à engendrer le washback. Étant donné les complexités sous-jacentes a ce phénomène, le changement éducationnel apporté au curriculum et à l'évaluation n'est pas suffisant par lui-même pour entraîner un changement chez l'enseignement en termes de stratégies pédagogiques. Il apparaît que pour que les changements fondamentaux puissent avoir lieu dans la pratique des enseignants, ceux-ci doivent être accompagnés d'autres changements dans les connaissances, croyances, attitudes et pensées qui inspirent une telle pratique chez les enseignants. Les implications pédagogiques à partir de l'étude incluent (1) le besoin d'informer les enseignants de l'ALE de la raison d'être et des bénéfices des tests pour les aider à maintenir une attitude positive envers le rôle des tests dans le système d'éducation; et (2) rehausser l'entraînement des enseignants sur la manière de rendre leur enseignement véritablement plus communicatif. Il est espéré que les enjeux identifiés dans cette études puissent inspirer les autorités éducationnelles, les concepteurs de tests et les enseignants, puis servir d'élan au rehaussement de l'enseignement de l'ALE en Chine.

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Yang, Ruijin. "Grammar and vocabulary testing in the senior high school entrance English test in China: A washback study from a learning oriented assessment perspective." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/203594/1/Ruijin_Yang_Thesis.pdf.

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This project explored the positive and negative influence of a high-stakes standardised test of English as a Foreign Language on the teaching and learning of grammar and vocabulary in junior high schools in China through the lens of Learning Oriented Assessment. An exploratory sequential mixed methods research design was employed. Findings from classroom observations, teacher interviews, student focus groups, and a student survey showed complex washback results. The findings suggest that classroom interaction, involvement in assessment, feedback, and learner autonomy could play an important role in reconciling the inherent tension between summative assessment, teaching, and learning.

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Zhan, Ying. "Washback and possible selves Chinese non-English-major undergraduates' English learning experiences /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43943779.

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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 analyzed through a taxonomy of teachers’ questions, a taxonomy of teachers’ corrective feedback and Communicative Orientation Language Teaching (COLT) scheme analysis. The evidence of this case study generated four archetypal patterns of washback based on aligned or oppositional beliefs and its contexts. The study concludes that test designers’ expectations to use a test to innovate the curriculum do not always produce the desired results. Education reform that requires pedagogical changes of practitioners but fails to provide re-attribution training and sufficient resources to effect belief changes will likely yield resistance and pressure. Finally, implications of four archetypes of washback on the teaching of English are presented in order to sustain the successful testing, teaching, and learning.

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Scott, Catriona. "Washback in the UK primary context with EAL learners : exploratory case studies." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.483610.

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Zhan, Ying, and 詹颖. "Washback and possible selves: Chinese non-English-major undergraduates' English learning experiences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43943779.

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Ahmed, Ahmed A. M. "Washback : examining English language teaching and learning in Libyan secondary school education." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34799/.

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This thesis critically analysed the influence of the Libyan public examination on English Language Teaching (ELT) and on learning strategies and practice in secondary school classrooms. It investigated the washback of the Secondary Education Certificate Examination (SECE) on ELT teachers and explored practitioners’ perceptions and practices. It also examined washback on students’ perception, motivation, learning strategies and outcomes. Weir’s socio-cognitive framework for test validity was chosen as a conceptual framework for its capability of conceptualising appropriate evidence on how testing constructs (policy & design) are operationalised and interpreted (use) in practice. This thesis describes an interpretative qualitative case study research conducted in the south west of Libya. Data were generated through interviews, classroom observation and document analysis. Semi-structured interviews were conducted with two ELT teachers and inspectors, a school headteacher and a representative of the examination office. Group interviews were also conducted with a number of the final year secondary school students within the research context. All the research data were analysed using a thematic data analysis. The findings reveal that the lack of alignment between the focus of the English SECE and the objectives of the curriculum had a significant adverse effect on the Libyan ELT teachers, inspectors and students’ perceptions about the aim and the value of ELT in the school education and their role within the policy as well as on Libyan school students’ motivation. The study participants held the perception that developing language skills is not the aim of teaching English in Libyan secondary school since these skills have never been assessed in public examinations despite their integration in the curriculum. The Libyan ELT teachers and inspectors prioritised the aim of completing the curriculum through the use of traditional approaches of teacher-centred and Grammar Translation Method(GTM) and teaching to the test rather than meeting the pedagogical objectives of ELT or implementing the Communicative Language Teaching (CLT) proposed in the school curriculum. The Libyan on-going conflict, the public examination policy, and teachers’lack of assessment literacy were also significant on classroom testing. Students were largely passive in English classrooms as teaching focused on the SECE. Accordingly, students utilised different learning strategies to cope with the teaching such as prioritising the translation of textbook texts, relying on rote-learning, engaging in test-preparation activities and developing test-taking strategies. Evidence accumulated through this study clearly indicates that Libyan students’ experience of the public examination had a significant effect on their attitudes, perceptions and choice of learning strategies. This finding represented an important implication for developing the socio-cognitive framework for test validity. The public examination strategies improved the Libyan secondary school students’ examination performance in the SECE but not their English learning outcomes. The examination content and format as well as a social acceptance of cheating all have a significant effect on students’ performance in the SECE and threaten its score validity.

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Books on the topic "Washback"

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Bailey, Kathleen M. Washback in language testing. Princeton, N.J. (P.O. Box 6155, Princeton 08541-6155): Educational Testing Service, 1999.

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

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

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

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

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Xu, Qian, and Jun Liu. A Study on the Washback Effects of the Test for English Majors (TEM). Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1.

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McDougall, John. Wort, worms & washbacks: Memoirs from the stillhouse. Glasgow: Angels' Share, 1999.

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Cheng, Liying, Yoshinori Watanabe, and WITH Andy Curtis, eds. Washback in Language Testing. Routledge, 2004. http://dx.doi.org/10.4324/9781410609731.

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Priest, Barnaby. Testing washback in the reading classroom. 1995.

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

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Book chapters on the topic "Washback"

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Booth, Dawn Karen. "Washback." In The Sociocultural Activity of High Stakes Standardised Language Testing, 37–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70446-3_4.

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Cheng, Liying, and Nasreen Sultana. "Washback." In The Routledge Handbook of Language Testing, 136–52. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003220756-12.

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Khan, Rubina. "Washback." In Research Questions in Language Education and Applied Linguistics, 421–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_75.

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Xu, Qian, and Jun Liu. "Washback: Definitions and Dimentions." In A Study on the Washback Effects of the Test for English Majors (TEM), 17–22. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_2.

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Xu, Qian, and Jun Liu. "Theoretical Frameworks for Washback Studies." In A Study on the Washback Effects of the Test for English Majors (TEM), 23–33. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_3.

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Booth, Dawn Karen. "Expanding the Concept of Washback." In The Sociocultural Activity of High Stakes Standardised Language Testing, 231–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70446-3_11.

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Tsagari, Dina, and Liying Cheng. "Washback, Impact, and Consequences Revisited." In Language Testing and Assessment, 359–72. Cham: 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, 1–14. Cham: 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, 291–302. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_26.

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Xu, Qian, and Jun Liu. "Research Framework for TEM Washback Study." In A Study on the Washback Effects of the Test for English Majors (TEM), 35–106. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1963-1_4.

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Conference papers on the topic "Washback"

1

Zhang, Xiaoling. "How does Washback of PRETCO Influence College English Teaching." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.358.

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Sajidin, Sajidin, Andang Saehu, and Rahayu Kariadinata. "The Washback of the Final Test on Students’ Learning Behavior." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007107808960901.

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Ma, Li. "Objective Testing for Collage Translation Course and Its Washback Effects." In 2014 International Conference on Information, Business and Education Technology (ICIBET 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icibet-14.2014.51.

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Desyatova, Yuliya. "Reforming Language Teaching Through Learner Portfolios: The Complexity of "Washback"." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688268.

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Nahdia, Khilma, and Novia Trisanti. "Examining Washback of National Examination: EFL Teachers and Students’ Perceptions." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.54.

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Chau, Nguyen Duc. "END-OF-COURSE SOPHOMORE INTERPRETING TESTS IN HUFLIT: RELIABILITY AND WASHBACK EFFECT." In HUFLIT INTERNATIONAL CONFERENCE 2020. Publishing house for Science and Technology, 2020. http://dx.doi.org/10.15625/vap.2020.00104.

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Zhang, Yuejun. "Research on Viterbi Decoding Algorithm in the Washback Effect of Language Testing." In 2022 International Conference on Artificial Intelligence and Autonomous Robot Systems (AIARS). IEEE, 2022. http://dx.doi.org/10.1109/aiars57204.2022.00009.

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Ahn, Jiin. "A Study of the Washback Effects of a Standardised Test on the EFL Context." In The European Conference on Language Learning 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-112x.2022.14.

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Wang, Yu, and Jie Bao. "Washback Effect on Second Language Acquisition Test: A Case Study of College English Entrance Exam." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.196.

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Yang, Peirong. "A Washback Study on the Similarities and Differences Between CET4 and CET6 from Studentsr Perspective." In 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icadce-18.2018.179.

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Reports on the topic "Washback"

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Carrigan, Abigail. "That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2995.

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