Predominant Washback of the General Secondary English  Examination on Teachers

Tayeb, Yahya Ameen; Aziz, Mohd Sallehhudin Abd; Ismail, Khaidzir

doi:10.14419/ijet.v7i3.21.17211

Cited by 4 publications

(1 citation statement)

References 5 publications

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“…As for the test quality, teachers were not consulted before the final test was designed, which led to their feeling of humiliation and the thought of discrepancies between the test quality and the students' ability. Tayeb et al (2018) from Yemen was in line with Shohamy (1993) when they reported teachers' bad feeling toward the test because "they were passive when test design, administration and evaluation depends on the High committee of examination" (p.454). In terms of the test status, teachers expressed opposing attitudes toward the Arabic exam, but supports for the EFL exam because the latter could effectively back up students' communicative skills and their future.…”

Section: Washback Of the Test To Teachers' Perceptions Of The Test Anmentioning

confidence: 58%

Washback to Language Teachers: a Review of Models and Empirical Research in and Beyond Vietnam

Thu¹

2020

JFS

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Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

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Section: Washback Of the Test To Teachers' Perceptions Of The Test Anmentioning

confidence: 58%

Washback to Language Teachers: a Review of Models and Empirical Research in and Beyond Vietnam

Thu¹

2020

JFS

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Examining the Quality of English Test Items Using Psychometric and Linguistic Characteristics Among Grade Six Pupils

Shanmugam

Wong

Rajoo³

2020

Malaysian Journal of Learning and Instruction

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Purpose - This study examined the quality of English test items using psychometric and linguistic characteristics among Grade Six pupils. Method - Contrary to the conventional approach of relying only on statistics when investigating item quality, this study adopted a mixed-method approach by employing psychometric analysis and cognitive interviews. The former was conducted on 30 Grade Six pupils, with each item representing a different construct commonly found in English test papers. Qualitative input was obtained through cognitive interviews with five Grade Six pupils and expert judgements from three teachers. Findings - None of the items were found to be too easy or difficult, and all items had positive discrimination indices. The item on idioms was most ideal in terms of difficulty and discrimination. Difficult items were found to be vocabulary-based. Surprisingly, the higher-order-thinking subjective items proved to be excellent in difficulty, although improvements could be made on their ability to discriminate. The qualitative expert judgements agreed with the quantitative psychometric analysis. Certain results from the item analysis, however, contradicted past findings that items with the ideal item difficulty value between 0.4 and 0.6 would have equally ideal item discrimination index. Significance -The findings of the study can serve as a reminder on the significance of using Classical Test Theory, a non-complex psychometric approach in assisting classroom teacher practitioners during the meticulous process of test design and ensuring test item quality.

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A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

Fasih

2022

Front. Educ.

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The present critical literature review explored the previous research articles to find out the washback effect of task-based assessment (TBA) of vocabulary on EFL learners. While the diversity of teaching and testing methods within today’s EFL classrooms continues to increase, it is better to pay attention to alternative methods of assessment like task-based vocabulary assessments in contrast to traditional assessment. Despite the existence of many research articles in the field of alternative teaching and assessment methods, Iran’s education system has not pay attention to finding an alternative method of assessment that can replace it with its own current unsuccessful traditional method. Therefore, the present paper critically evaluated the previous research articles about the washback effect of TBA of vocabulary on EFL learners. The fundamental motivation for writing the current paper is that Iran’s public EFL program suffers from traditional assessment issues. To address these challenges, Iran’s assessment system must be changed by employing alternative types of assessment and establishing a teacher assistance program. The first focus of the present paper was to review task-based language teaching (TBLT), task-based language assessment (TBLA), and washback effect definitions. Second, the role of vocabulary in TBLT and TBLA was explained. Next, an overview of the empirical studies on TBLT, TBLA, the washback effect, and vocabulary assessment in international and Iranian contexts was presented. Finally, the research question about the washback effects of task-based vocabulary assessment on EFL learners’ vocabulary learning was answered based on the critical review of the previous empirical research.

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Predominant Washback of the General Secondary English Examination on Teachers

Cited by 4 publications

References 5 publications

Washback to Language Teachers: a Review of Models and Empirical Research in and Beyond Vietnam

Washback to Language Teachers: a Review of Models and Empirical Research in and Beyond Vietnam

Examining the Quality of English Test Items Using Psychometric and Linguistic Characteristics Among Grade Six Pupils

A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

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