Review of washback research literature within Kane's argument-based validation framework

Cheng, Liying; Sun, Youyi; Ma, Jian

doi:10.1017/s0261444815000233

Cited by 44 publications

(32 citation statements)

References 60 publications

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“…In the rural class, the NCEE dictated students’ learning and teachers’ teaching, and curriculum content and formant deliberately reflected what would be tested on NCEE. The comparisons between two classes explicitly reflected a washback effect (Cheng, Sun, & Ma, ). Overall, the marked differences of classroom emphasis on examination outcomes should be interpreted within a dynamic Chinese context that has experienced many economic changes and educational reforms in recent years.…”

Section: Discussionmentioning

confidence: 99%

Classroom goal structures: Observations from urban and rural high school classes in China

Wang

Rao

2019

Psychology in the Schools

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This study reports on the goal structures of one rural and one urban Grade 11 class in China, based on classroom observations and teacher and student interviews. Classroom observations, conducted over a 6‐month period, focused on physical settings and classroom activities. In each class, seven students and the homeroom teacher were interviewed to discern their views about classroom goal structures. Results indicated that although high scores and rankings on tests were admired, students were also encouraged to master knowledge, exert effort, develop good habits, and learn from their errors, reflecting the coexistence of both mastery and performance goals. Comparisons revealed that the rural class had a predominantly examination‐oriented focus whereas the urban class did not place as great importance on examination outcomes. Implications of the findings for research and practices are discussed.

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Section: Discussionmentioning

confidence: 99%

Classroom goal structures: Observations from urban and rural high school classes in China

Wang

Rao

2019

Psychology in the Schools

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“…Washback is frequently mentioned beside backwash, consequences and impact. Washback and backwash refer to the same phenomenon (Cheng et al, 2004;Hughes, 2003) while it is not fully synonymous with consequences and impact (Bachman & Palmer, 1996;Cheng et al, 2015;Pan, 2009). Consequences belong to general education measurement, pertaining to the matter of validity.…”

Section: Washback Conceptsmentioning

confidence: 99%

Washback of an English Achievement Test on Teachers’ Perceptions at a Vietnamese University

Thu¹

2020

JFS

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Research on washback, i.e. test impacts on teaching and learning in class, of high-stake English tests is prevalent. Little attention has, however, been paid to washback of an English achievement test (EAT) albeit its highly practical significance including reporting and improving teacher effectiveness right in a programme in a specific context (El-Kafafi, 2012; Antineskul & Sheveleva, 2015). The present paper aims to explore teachers’ perceptions of the teaching contents under the influence of an EAT which steps up to an English Proficiency Test - PET (or B1 level equivalent) for university undergraduates in Vietnam as required for graduation by Vietnam’s Ministry of Education and Training (MOET). The EAT, mirroring the PET, was designed to expect positive washback in the course English 2. The research tools were interviews with four teachers teaching the same English course. Each teacher was interviewed twice at two different time points so that their temporal developmental cognition of the EAT could be recorded. The findings revealed the heavy impact of the test on teachers’ perceptions of their teaching contents. Two dominant points were (1) all the participants thought the course primarily served the EAT orientation, particularly in the test format and the linguistic input, and (2) the teachers should strictly follow the textbook as the major instructional source. There existed a mismatch between the university’s purpose of enhancing the students’ communicative ability and the teachers’ perceptions. Differences in the teacher backgrounds entailed their diverse perceptions. The study provides a reference case for the interested readers in and beyond the researched context.

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“…podle Alderson & Wall, 1993. Cheng, Sun a Ma (2015) v rámci důsledků, jež výsledky testů mají, rozlišují mezi pojmy washback a impact. Washback de inují jako vliv zkoušky na výuku (vyučování a učení), impact jako široký vliv zkoušky, který sahá za hranice výuky (např.…”

Section: Teoreticko-historický úVodunclassified

Vliv nové podoby maturitní zkoušky z českého jazyka a literatury na vyučování ve výpovědích učitelů

Štěpáník¹

2018

PedOr

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Cílem této empirické studie je prozkoumat vliv nové podoby maturitní zkoušky z českého jazyka a literatury (ČJL) na vyučování ČJL ve střední škole. Metodou polostrukturovaného rozhovoru s šestnácti učiteli gymnázií a středních odborných škol jsme zkoumali (1) jak a v čem konkrétně ovlivňuje (na základě výpovědí učitelů) podoba maturitní zkoušky vyučování ČJL na střední škole; (2) jak učitelé ČJL maturitní zkoušku z ČJL hodnotí a jak toto jejich hodnocení souvisí s jejich přístupem k vyučování a přípravě na maturitní zkoušku. Z výsledků vyplývá, že nový maturitní model přinesl některé pozitivní změny, avšak v některých ohledech jde proti požadavkům současné didaktiky českého jazyka i didaktiky literatury a také cílům vzdělávání obecně deklarovaným pro současnou školu.

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Review of washback research literature within Kane's argument-based validation framework

Cited by 44 publications

References 60 publications

Classroom goal structures: Observations from urban and rural high school classes in China

Classroom goal structures: Observations from urban and rural high school classes in China

Washback of an English Achievement Test on Teachers’ Perceptions at a Vietnamese University

Vliv nové podoby maturitní zkoušky z českého jazyka a literatury na vyučování ve výpovědích učitelů

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