Language Testing and Assessment: An Advanced Resource Book

Shibliyev, Javanshir; Gilanlioglu, Ilkay

doi:10.1093/elt/ccp010

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…Since the prevailing teaching methods adopted by Yemeni secondary school English teachers, as reflected in this study, do not support them to accomplish the goals sought by the English Curriculum, this study would prove useful resource for teachers to modify their teaching methods to meet the students" needs of language communicative proficiency. Supporting the findings of (9,14,(16)(17)(18)(19)(20)(21)(22), the present study recommends that changing teaching methods occurs as gradual progress and they are the product of long-term comprehension of various contexts for teaching.…”

Section: Resultssupporting

confidence: 81%

Predominant Washback of the General Secondary English Examination on Teachers

Tayeb¹,

Aziz²,

Ismail³

2018

IJET

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General Secondary English Examination (GSEE) is the highest secondary school exit test run by the Ministry of Education, Yemen. Due to the significance of the exam being the foundation of the students’ future, teachers are only preoccupied with how to help students get high marks in this final examination to be eligible to join university. The aim of this study is to investigate the dominant wash back effect of the GSEE on Yemeni teachers who are highly engrossed by the test. The study focuses on four pedagogical dimensions namely teachers’ teaching methods, content assessment, attitudes and motivation. Mixed mode approach (qualitative and quantitative methods) was applied using classroom observations, semi-structured interviews, group discussions and a questionnaire of 72 items administered to 46 English teachers. NVivo10 was used to analyse the qualitative data. SPSS/V22 was used for analysing the quantitative data in which the Cronbach's Alpha reached (.88). The results revealed that the test had a great influence on teachers (P<.001) mainly on their teaching methods. Triangulation with the qualitative analysis confirmed equivalent implications. The study contributes a clear evidence of the powerful exam washback on the factors of the language learning practices and its influence on how and what teachers teach.

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Section: Resultssupporting

confidence: 81%

Predominant Washback of the General Secondary English Examination on Teachers

Tayeb¹,

Aziz²,

Ismail³

2018

IJET

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“…In terms of effects concerns, the impacts denotes to "any of the effects that a test may have on individuals, policies or practices within the classroom, the school, the educational system or society as a whole" (Andrews, 2004;Cheng, 2008;Cheng & Watanabe, 2004;Curtis & Cheng, 2004;Watanabe, 2004b). Whereas backwash according to Hughes stand of views that, "the effect of testing on teaching and learning" (J. D. To make the study of washback useless, Davidson & Fulcher (2009); Shibliyev & Gilanlıoğlu (2009) believe that, "If the concept of washback is to have any meaning, it is necessary to identify what changes in learning or teaching can be directly attributed to the use of the test in that context". Meaning to say, the test must really refelct the instructional activities.…”

Section: What Is Washback?mentioning

confidence: 99%

The Students’ Perceptions of National Examination Washback: A Case Study at MTS Daarul ‘Ulya Metro

Madkur

Irwansyah

2018

Al-Ta'lim J.

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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 research was employed where the data taken from observation and questionnaires to 20 students. The result of the study showed that most of the students felt unconfident with their score in National Examination due to the fact that their English competence was considered low. However, the difficulty of NE did not significantly affect their studying English language. In other words, the washback of NE on their study was negative.

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Language Testing and Assessment: An Advanced Resource Book

Cited by 2 publications

References 1 publication

Predominant Washback of the General Secondary English Examination on Teachers

Predominant Washback of the General Secondary English Examination on Teachers

The Students’ Perceptions of National Examination Washback: A Case Study at MTS Daarul ‘Ulya Metro

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