On the Interaction of Test Washback and Teacher Assessment Literacy: The Case of Iranian EFL Secondary School Teachers

Razavipour, Kiomars; Riazi, A. Mehdi; Rashidi, Naser

doi:10.5539/elt.v4n1p156

Cited by 27 publications

(25 citation statements)

References 14 publications

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“…There are various kinds of factors which play crucial roles in the way tests affect education (Alderson and Hamp-Lyons, 1996). What remains a question, however, is specifying the factors that have a potential to moderate the washback effects of test (Razavipour, Riazi and Rashidi, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Washback Effect of Final Examinations at Payame Noor University on Teaching and Learning

Moradi¹

2019

MJDE

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The notion of washback is a prominent concept in language teaching and testing. Examinations are considered to be powerful determiners of what goes on in classrooms and their results can play a significant role in setting educational standards of an institution. Moreover, awareness of the possible negative or positive consequences of certain modes of assessment can enhance teachers' as well as learners' level of self-direction in the process of language acquisition. The connection between testing, teaching and learning is addressed by a number of terms. Washback is one that refers to the influence of tests on teaching and learning. The aim of this study was to investigate whether the centralised final examinations in Payame Noor University (PNU), Iran's distance education university, have any washback effect on teaching and learning and if so what kind of washback it might take. After conducting a pilot study, data collection was done by using two questionnaires and an observation scheme. The data was analysed through descriptive statistics, Chi-square test, independent t-test, one-way ANOVA, and Pearson Correlation. The results indicated that PNU English and Foreign Languages (EFL) final examinations have washback effect on teaching and learning and this washback effect is more positive than negative. The study also investigated the factors that contribute to positive or negative effects including difficult aspects of teaching in distance education EFL and revealed that the effect of final examinations and the effect of such factors on teaching methodology is the same at this university.

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Section: Introductionmentioning

confidence: 99%

The Washback Effect of Final Examinations at Payame Noor University on Teaching and Learning

Moradi¹

2019

MJDE

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“…The novice teachers were found not to be confident in assessment and experienced teachers (who were usually older) were not familiar with recent technology-based types of asessment. Kiomrs, Abdolmehdi, and Rashidi (2011) designed a study and investigated the impact of teachers' assessment literacy on the washback effects of summative tests. The study was conducted with 53 secondary school teachers (male and female) in the public sector.…”

Section: Methodsmentioning

confidence: 99%

Untitled

2020

The Journal of AsiaTEFL

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“…Some studies focused on teachers' assessment knowledge and its effect on assessment procedure when we look at the international sphere. In the study of Kiomrs, Abdolmehdi and Naser (2011), it was found that Iranian EFL teachers have poor knowledge of language assessment, so they use standardized tests as they only know them as sources for assessment. Their exams were a copy of a standardized test with or without change.…”

Section: Language Assessment Literacymentioning

confidence: 99%

Language Assessment Literacy Level of EFL Teachers: A Focus on Writing and Speaking Assessment Knowledge of the Teachers

Genc

Çalişkan

Yüksel

2020

Sakarya University Journal of Education

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This study aims to explore Language Assessment Knowledge (LAK) level of high school EFL teachers in terms of assessment of writing and speaking. In addition, another purpose of this study is to investigate whether there is any significant effect of some demographic variables (years of teaching experience, type of undergraduate degree, attending a training course) on teachers' assessment of writing and speaking knowledge. The previous studies focus on university or primary school context in Turkey; however, there is no study which gave place to the high school context. The study was conducted among 58 high school EFL teachers in Turkey. A demographic questionnaire with 8 questions was used for collecting certain demographic information about the teachers. Language Assessment Knowledge Scale (LAKS) which is comprised of 30 items and 2 dimensions (writing and speaking) was used for gathering the data. The data was analysed through Two-Way Multivariate Analysis of Variance (MANOVA). The results demonstrated that the teachers have high literacy knowledge in one of the sub-component fields while they have low literacy knowledge in the other field.

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On the Interaction of Test Washback and Teacher Assessment Literacy: The Case of Iranian EFL Secondary School Teachers

Cited by 27 publications

References 14 publications

The Washback Effect of Final Examinations at Payame Noor University on Teaching and Learning

The Washback Effect of Final Examinations at Payame Noor University on Teaching and Learning

Untitled

Language Assessment Literacy Level of EFL Teachers: A Focus on Writing and Speaking Assessment Knowledge of the Teachers

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