Structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes: A study on the washback mechanism of a high-stakes test

Dong, Manxia

doi:10.1016/j.stueduc.2019.100824

Cited by 24 publications

(36 citation statements)

References 26 publications

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“…The assessment of the concept mastery carried out in this study is through tests. This is following Dong's (2020) opinion, which found that the most plausible concept mastery assessments were through the assessment of learning outcomes using a specific range of grades on a test, then assessed by educators. A less reasonable assessment is an assessment made between friends because it doubts its objectivity.…”

Section: Generalizati Onmentioning

confidence: 96%

Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters: Does It Affect Students’ Concept Mastery?

2020

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This study aimed to determine the effect of science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters on students' concept mastery. This research was a quasi-experiment study with two sample groups, the experimental and the control classes of SMP N 2 Cangkringan. The instrument for collecting the concept mastery data were 35 items. The data were analyzed using descriptive and inferential analysis. The descriptive analysis employed the gain score's categorization, while the inferential analysis employed the independent sample t-test and effect size test using Partial Etta Square. The results showed an effect of the science subject-specific pedagogy based on discovery learning and volcanic eruption disaster on student’s concept mastery with a gain score of 0.79 (high) in the experimental class. In contrast, the control class obtained 0.07 (low). The independent sample t-test showed that the significance value obtained was 0,000. The effect size value seen from the Partial Etta Square statistics was 0.924, which showed that the science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters on the concept mastery is very strong. Thus, it can be concluded that the use of science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters can increase the student's science concept mastery. Further integration and development can be done for other types of disasters because it is one of the nature symptoms that also an object of natural science. Thus, natural science learning will be more meaningful because it is attached to the phenomena in the students' daily lives.

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Section: Generalizati Onmentioning

confidence: 96%

Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters: Does It Affect Students’ Concept Mastery?

2020

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“…A high-stake testing indicates those tests the results of which affect the students directly since these results are the basis of making important decisions about the students, in particular, and the schools as a whole (Cheng, 2005;Dong, 2020;Qi, 2005). It creates pressure on the teachers to ensure that students score high in the test and consequently, encouraging some teachers to skip the contents and tasks that are not included in the examination and narrow the curriculum, and thus, teachers grow negative attitudes towards standardized high-stakes testing (Smith, 1991).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Washback of assessment on English teaching-learning practice at secondary schools

et al. 2021

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This paper presents the findings of a study which aimed at exploring the washback of the Secondary School Certificate (SSC) English examinations on English teaching and learning practice at secondary schools in Bangladesh. For this purpose, a qualitative research (employing interviews with English teachers, FGDs with students and classroom observations protocol) was conducted in 12 secondary schools. The results from data analysis indicate that the SSC English tests had strong negative washback on English teaching-learning practice at secondary schools resulting from a lack of a congruence between the objectives of the curriculum and the format of the tests, teachers’ lack of adequate understanding about the curriculum and present assessment system, respondents’ negative attitudes towards the test, and pressure from the schools and the parents to ensure good grades in the final examination. Consequently, teachers and learners adopted such teaching and learning approaches which are highly examination-oriented. The study puts forward some suggestions on how positive washback could be generated. The findings of the study have implications for the decision makers, designers of curricula, assessment and testing, teachers, and teacher trainers involved in the Bangladeshi educational system and elsewhere.

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“…Technological advances have entered and affected various aspects of life, including in the field of education [4]. As learners and students are required to have good academic ability in order to change the face of education [5], the educational community must face a number of challenges and opportunities in order to survive in these modern competitive times [6].…”

Section: Introductionmentioning

confidence: 99%

“…One such model is the use of field trips; strategy and discovery learning models allow the lecturer to observe the processing skills of students. This requires educational settings that encourage activity [2], creativity [3], skills [4], learning [5], and critical thinking [6].…”

Section: Introductionmentioning

confidence: 99%

Field Trips Strategies and Keys to Determination on Discovery Learning in Lower-Plants Botany

Papilaya¹

2020

Journal of Southwest Jiaotong University

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How to identify plants according to the hierarchy or level of taxonomy to find the scientific name of the plant species is a very difficult task for students. The field trip strategies and discovery learning models can be used to see the usage of science processing skills in students. Learning settings that involve activeness, creativity, learning outcomes, and creative thinking abilities of students in accordance with the national education system are still in development. This is required to overcome educational problems such as lower levels of the abovementioned abilities, based on conventional and teacher-centred learning. This study aimed to determine the effect of applying the field trip strategy and the use of key media of determination to improve the discovery ability of students in the classification systems of lower-plants botany. The results of multiple linear regression analysis showed that there was an effect of the application of field trips strategy and the use of key determination on the ability of students in the concept of lower-plant botany courses.

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Structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes: A study on the washback mechanism of a high-stakes test

Cited by 24 publications

References 26 publications

Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters: Does It Affect Students’ Concept Mastery?

Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters: Does It Affect Students’ Concept Mastery?

Washback of assessment on English teaching-learning practice at secondary schools

Field Trips Strategies and Keys to Determination on Discovery Learning in Lower-Plants Botany

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