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Dissertations / Theses on the topic 'Washback effect'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

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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Khaniya, Tirth Raj. "Examinations as instruments for educational change : investigating the washback effect of the Nepalese English exams." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/9862.

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This study examines the washback effect of a final examination. Despite the general criticisms of a final examination for its negative influence on education, no empirical evidence was noted in the existing literature; rather some evidence for positive washback was found. The study was based on the assumption that the detrimental effect of a final exam is not inherent; whether the washback is negative or positive is dependent on the design of the exam. Furthermore, the power that the exam has to influence teaching and learning, if exploited properly, can make it work as an instrument for educa

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3

Retorta, Miriam Sester. "Efeito retroativo do vestibular da Universidade Federal do Parana no ensino da lingua inglesa em nivel medio no Parana : uma investigação em escolas publicas, particulares e cursos pre-vestibulares." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269563.

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Orientador: Matilde Virginia Ricardi Scaramucci<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-08T02:44:45Z (GMT). No. of bitstreams: 1 Retorta_MiriamSester_D.pdf: 14612163 bytes, checksum: f7fefea3ecb78986aa1456e541123b87 (MD5) Previous issue date: 2007<br>Resumo: Este trabalho visa investigar se a prova de língua inglesa do vestibular da Universidade Federal do Paraná causa efeitos retroativos no ensino dessa língua, em escolas públicas e privadas de nível médio e cursos pré-vestibulares, e, em caso positivo

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El-Murabet, Onaiba Abdulhamid Mustafa. "Investigating the washback effect of a revised EFL public examination on teachers' instructional practices, materials and curriculum." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28561.

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The phenomenon of how tests influence teaching and learning is commonly described in language education as "washback". The purpose of this study was to investigate how English teachers in Libyan schools were influenced by introducing a reformed EFL public examination, called the Basic Education Certificate Examination (BECE), in terms of their instructional practices—the how; and teaching materials and curriculum—the what. The study also sought to examine the effect of any other teacher and context-dependent variables on washback. Three main aspects were studied: teachers’ perception of the ex

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5

Chen, Lih-Mei Donna. "Taiwanese junior high school English teachers' perceptions of the washback effect of the basic competence test in English." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039116364.

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains x, 187 p. Includes abstract and vita. Advisor: Keiko K. Samimy, College of Education. Includes bibliographical references (p. 141-147).

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Vyn, Reuben. "Promoting curricular innovation through language performance assessment: leveraging AAPPL washback in a K-12 world languages program." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6872.

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Language assessments are increasingly being leveraged for the purposes of educational reform and accountability, yet relatively little is known about how teachers respond to their implementation or what impact they have on the learning outcomes of students. Drawing on theories of educational innovation, this mixed methods study explores the interplay between testing, teaching, and learning in an urban Midwestern K-12 world languages program. Specifically, it investigates the washback effect of the American Council on the Teaching of Foreign Languages (ACTFL) Assessment of Performance toward Pr

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7

Tsagari, Konstantia. "Investigating the washback effect of a high-stakes EFL exam in the Greek context : participants' perceptions, material design and classroom applications." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485249.

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The research project undertaken in the present thesis is an attempt to explore an important educational phenomenon in a context that places a great deal of value on exa.minations but where very little research has been undertaken by researchers so far either in the field of language teaching and testing or in general education. Therefore, a programme of research was undertaken aiming at examining the 'washback effect' (Alderson and Wall, 1993) of a high-stakes exam on the teaching and learning that takes place in intennediate level classes leading to that level. To this end, preliminary interv

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8

Tan, Hui May. "Changing the language of instruction for Mathematics and Science in Malaysia: the PPSMI policy and the washback effect of bilingual high-stakes secondary school exit exams." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86622.

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This longitudinal study examines a change in the language of instruction for Mathematics and Science (M & S) subjects from Bahasa Malaysia (BM) to English in Malaysia. This policy, known by the acronym of PPSMI, has two objectives: to promote student learning of M & S, and also to increase students' proficiency in English. The Education Ministry also chose to create a washback effect by introducing a bilingual high-stakes secondary exit exam.<br>The study uses a framework which combines the perspectives offered by literature on educational change, content-based instruction (CBI) and washback

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Kushlaf, Najah. "Aide à la décision pour l'apprentissage." Thesis, Valenciennes, 2014. http://www.theses.fr/2014VALE0010/document.

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Les travaux réalisés dans cette thèse proposent une aide à la décision pour améliorer la qualité de l’apprentissage. L’apprentissage scolaire englobe deux dimension; une dimension humaine et une dimension pédagogique. La dimension humaine inclut l’apprenant et l’enseignant. La dimension pédagogique, représentée par le programme fixé par l’établissement éducatif, correspond au savoir. Ce dernier va se transformer en connaissance chez l’apprenant. Les deux notions de connaissance et savoir sont donc tout à fait différentes. La distance entre les deux représente la distance entre ce que l’enseign

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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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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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12

Larsson, Maria. "Resultatet av ett prov : Svensklärare om washbackeffekter av nationellt läsförståelseprov på gymnasiet." Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67131.

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När lärares undervisning blir påverkad av ett nationellt prov talar man om washbackeffekter av provet. Det är vad den här licentiatuppsatsen handlar om. Genom att studera svensklärares uppfattningar om det nationella läsförståelseprovet i kursen Svenska 1 på gymnasiet belyser studien vad som kan hända när nationell policy bestående av ett nationellt prov möter den lokala kontexten i form av enskilda lärares undervisning. I studien har arton gymnasielärare i svenska fått komma till tals genom intervjuer. Resultaten visar att det nationella läsförståelseprovet i Svenska 1 inte i någon nämnvärd u

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Issa, Najah. "Aide à la décision pour l'apprentissage." Phd thesis, Université de Valenciennes et du Hainaut-Cambresis, 2014. http://tel.archives-ouvertes.fr/tel-00999259.

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Les travaux réalisés dans cette thèse proposent une aide à la décision pour améliorer la qualité de l'apprentissage. L'apprentissage scolaire englobe deux dimension; une dimension humaine et une dimension pédagogique. La dimension humaine inclut l'apprenant et l'enseignant. La dimension pédagogique, représentée par le programme fixé par l'établissement éducatif, correspond au savoir. Ce dernier va se transformer en connaissance chez l'apprenant. Les deux notions de connaissance et savoir sont donc tout à fait différentes. La distance entre les deux représente la distance entre ce que l'enseign

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14

Umashankar, Singanayagam. "Washback effects of speaking assessment of teaching English in Sri Lankan schools." Thesis, University of Bedfordshire, 2017. http://hdl.handle.net/10547/622531.

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Washback is a concept commonly used in applied linguistics to refer to the influence of testing on teaching and learning. The purpose of this study was to investigate the washback effect of a new system of English language speaking assessment in Sri Lanka. The new assessment was introduced with the intention of promoting the teaching and learning of English speaking skills in schools as part of a Presidential educational initiative called the English as a Life Skill Programme. The study examined the washback effect of the introduction of speaking assessments at both National and school levels

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15

Di, Gennaro Jason Adam. "The washback effects of an English exit exam on teachers and learners in a Korean university English program." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31599.

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Studies have shown that language tests can and often do have powerful influences on teaching, learning, and the creation and dissemination of educational materials, such as textbooks, in addition to the formation and implementation of language education policies (Au, 2007; Alderson & Wall, 1993; Bailey, 1996, 1999; Cheng, 2008). While the literature provides evidence for this influence, collectively described as ‘impact’, or more specifically, ‘washback’, the form and intensity in which it occurs differ greatly across contexts, due to the dynamic and complex nature of washback phenomena. This

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16

Yu, Ying. "The washback effects of school-based assessment on teaching and learning a case study /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B44248933.

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Watanabe, Yoshinori. "The washback effects of the Japanese university entrance examinations of English : classroom-based research." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389858.

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It is commonplace to assert that the Japanese university entrance examinations dominate the whole educational system and practice in Japan. There are critics who even go so far as to claim that the exams are so powerful that if the exams were to change, innovation in education would automatically follow therefrom. Despite a large number of assertions and claims. however. surprisingly little empirical research has been conducted to look into the nature of the impact to date. The purpose of the present thesis is to report an empirical exploration into the washback effects of the Japanese univers

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18

Yu, Ying, and 余颖. "The washback effects of school-based assessment on teaching and learning: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44248933.

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19

Carrigan, Abigail Bennett. ""That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2994.

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To determine learner attitudes toward an alternative assessment, additional washback effects, and possible relationships between cultures of learning and learner attitudes, a mixed methods study was conducted in an advanced multicultural EAP (English for Academic Purposes) class in the USA, where a poster project was implemented as a summative assessment. Qualitative and quantitative data from a pre- and post-test questionnaire as well as classroom observations and an interview with the instructor were used to investigate learners' attitudes towards the assessment. The twenty-four participants

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20

Kung, Fan-Wei. "Investigating the effects of conversational shadowing for EFL learners' listening and speaking competence in a TOEFL iBT preparation course : pedagogical effectiveness and washback." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707806.

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This study investigates the effectiveness of conversational shadowing and washback in a TOEFL iBT preparation course for English as a Foreign Language (EFL) learners. An experimental design was proposed with 52 EFL learners from a TOEFL iBT preparation course at an educational institute in Taiwan who were further divided into the control and experimental groups for 12 weeks based on the learning of conversational shadowing through the teaching-to-the-test approach. During this time, the experimental group received the intervention of conversational shadowing while the control group did not. To

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21

Ye, Li. "A preparação de candidatos chineses para o Exame Celpe-Bras : aprendendo o que significa "uso da linguagem"." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21565.

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O presente trabalho visa a analisar a preparação de alunos chineses para o exame Celpe-Bras, com o intuito de investigar se há efeito retroativo do exame nesse processo. Para tanto, foi desenvolvida uma pesquisa qualitativa da qual participaram três alunas chinesas e dois professores de um curso preparatório para o Celpe-Bras, no qual elas participaram. O estudo focaliza as atividades desenvolvidas no curso e as atividades extraclasse realizadas pelas alunas para preparar-se para o exame. Os dados para a pesquisa foram gerados pela observação de oito aulas do curso preparatório e pelo acompanh

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22

Wang, Shin-Mei, and 王薪媄. "THE WASHBACK EFFECT OF COMPREHENSIVE ASSESSMENT PROGRAM ON JUNIOR HIGH SCHOOL STUDENTS." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/97102565505295420457.

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碩士<br>銘傳大學<br>應用英語學系碩士班<br>103<br>Teaching and learning are affected conceivably by assessment and tests. This phenomenon is often known as the “washback effect”. Starting in September, 2014, the twelve year compulsory education will be carried out in Taiwan. A new assessment, the Comprehensive Assessment Program (CAP) for Junior High School Students, will replace the original testing system (the Basic Competence Test). This new assessment as well as the new education policy could make an impact on the students; hence, the purpose of this study was to investigate the washback effect of the Eng

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23

FU, CHUN-WEI, and 傅淳偉. "Investigating the Washback Effect of Comprehensive Assessment Program Listening Test on EFL Instruction in Junior High Schools." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2yd2tb.

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碩士<br>國立臺灣科技大學<br>應用外語系<br>107<br>The Basic Competence Test and Comprehensive Assessment Program have been researched for several years, but very few studies have focused on the incorporation of the CAP English listening assessment. The current study aims to explore the washback effects of incorporating English listening in the CAP on junior high school students and English teachers. Thirty English teachers and 298 students from the three public junior high schools in Keelung City, Taipei City, and New Taipei City were the participants of the present study. The two instruments in the study con

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Chung, Chia-Chen, and 鍾佳蓁. "The washback effect of English graduation benchmark: A case study of a university of science and technology in Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20571390886100484444.

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碩士<br>國立高雄第一科技大學<br>應用英語研究所<br>100<br>Whenever a particular assessment has been considered as a standard for either entering a school or graduating from it, the washback phenomenon might occur. In recent years, English proficiency tests have been widely promoted by the Ministry of Education in Taiwan. More significantly, proficiency tests have been used as a graduation requirement in many Taiwanese colleges and universities for both English and non-English majors. Nevertheless, for non-English majors, the necessity and effectiveness of placing an English requirement to promote English learning

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25

Šiprová, Hedvika. "Analytické hodnocení písemných projevů žáků gymnázií." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-435364.

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The theoretical part of this diploma thesis provides a broader academic context for the research presented in the theoretical part and is concerned with the specifics of the writing assessment. It proposes reasons why writing should be assessed, describes methods of assessment and scoring, and also examines writing tests. At the end of the theoretical part, the presumed controlling idea, called the washback effect, which significantly influenced the course of the research in the practical part of the thesis, is presented. The practical part is divided into two parts. The first part focuses on

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Lin, Li-Chen, and 林麗真. "Washback Effects of Taking the Standardized English Proficiency Tests as a Graduation Threshold." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/78715760617055013580.

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碩士<br>南台科技大學<br>應用英語系<br>97<br>Currently the government has been devoted to elevating the citizen’s English proficiency. In an attempt to increase Taiwan’s competitiveness, the government demands that college students should be equipped with specified English competence. According to the related policies, the pass rates of Intermediate Level anticipated to achieve are 30% by 2006, 40% by 2007, and 50% by 2008. In light of these concerns given above, more and more colleges adopt Standardized English Proficiency Test (SEPT) as a Graduation Threshold (GT) and require their students to pass a cert

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Latimer, David G. "Washback effects of the Cambridge Preliminary English Test at an Argentinean bilingual school." 2009. http://purl.galileo.usg.edu/uga%5Fetd/latimer%5Fdavid%5Fg%5F200908%5Fphd.

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28

Huang, Shih-Chi, and 黃詩琦. "Washback Effects of the Basic Competence English Test on EFL Teaching in Junior High School in Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/56712650216939007576.

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碩士<br>國立雲林科技大學<br>應用外語系碩士班<br>92<br>The current study intends to investigate washback effects of the Basic Competence English Test for Junior High School Students (BCET) on EFL teaching in junior high school through questionnaire and interview with English teachers and students. Since the BCET provides the criteria to admit junior high school students to senior high schools, its washback effects have become important issues to be addressed. Based on Bailey’s (1996) model of washback, a high-stake standardized test would exert influence on EFL teaching materials, methodology, assessment, and st

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29

Jou, Cheng-hsuan, and 周承萱. "PERCEPTIONS OF THE TEST OF ENGLISH FOR INTERNATIONAL COMMUNICATION AND ITS WASHBACK Effects: A CASE STUDY AT A PRIVATE UNIVERSITY IN TAIWANPerceptions of The Test of English For International Communication And Its Washback Effects: A Case Study at a Pri." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78544507569210655475.

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碩士<br>玄奘大學<br>應用外語系碩士班<br>98<br>The purpose of this study is to investigate the perceptions of the TOEIC and its impact on the school’s policies, teachers’ teaching, and students’ English learning in a private university in northern Taiwan. To collect necessary data for the study, the researcher has implemented both qualitative and quantitative methods. Interviews are made to the chairperson, three teachers, and 8 students of the Department of Applied Foreign Languages of this university. A questionnaire is administered to the freshmen and sophomores of the Department. Besides, formal records,

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Huang, Ching-ling, and 黃晶鈴. "A Study of the Washback Effects of the Elementary Level of theGeneral English Proficiency Test on EFL Teaching and Learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/77785438344056303952.

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碩士<br>國立雲林科技大學<br>應用外語系碩士班<br>95<br>A Study of the Washback Effects of the Elementary Level General English Proficiency Test on EFL Teaching and Learning Graduate Student: Huang, Ching-Ling Advisor: Dr. Wang, Tzu-Fu Institute of Applied Foreign Languages National Yunlin University of Science & Technology ABSTRACT The purpose of this research is to explore the washback effects of the General English Proficiency Test (GEPT) on English-language teaching and learning in an EFL context. Moreover, it aims to investigate how the GEPT influences current English-language teaching and

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31

Yi, Mei-Chueh, and 易玫珏. "The Washback Effects of the Basic English Competence Test on EFL Teaching and Learning at Elementary Schools in Taipei County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/39052282166457896084.

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碩士<br>國立臺北教育大學<br>兒童英語教育研究所<br>94<br>ABSTRACT Washback is the effect of testing on teaching and learning (Hughes,1989). From the literature, washback effects can either satisfy or dissatisfy needs of teachers, students, parents, or administrators. The washback effects can be positive or negative; as described by Tunstall and Gipps (1996), assessment does not always support learning. Sometimes, it discourages students from doing work. The Basic English Competence Test (BECT) is a core competence testing at elementary schools; it is utilized to detect students’ English abilities and is expe

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