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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Exploring language assessment and testing: language in action
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CEFR and ACTFL crosswalk: a text based approach ; Aligning Frameworks of Reference in Language Testing: The ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages
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Fostering the future: the micro-educational impact of a language assessment course
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Working for washback from university entrance tests in Japan
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Assessment of learning and assessment for learning ; TESOL Encyclopedia of English Language Teaching
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Marking, rating scales and rubrics ; The Cambridge Guide to Language Assessment
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Placement testing ; TESOL Encyclopedia of English Language Teaching
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Scaling and scheming: the highs and lows of scoring writing
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An application of AUA to examining the potential washback of a new test of English for university entrance
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Exploring language assessment and testing: language in action
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Washback in language assessment ; The Encyclopedia of Applied Linguistics
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Abstract:
“Washback” (alternatively“backwash”) is a term used in education to describe the influence, whether beneficial or damaging, of an assessment on the teaching and learning that precedes and prepares for that assessment. Over the past thirty years, washback, often conceived as one instance of “impact” or the range of effects, that assessment may have on society more generally, has become established as a popular topic for applied linguistics research. Studies have covered a variety of contexts from national and international tests administered to millions of test takers to the classroom assessment practices of individual teachers. Researchers have employed a range of methods including small-scale observational studies and much more extensive questionnaire surveys, often making use of mixed methods to access different perspectives on the issues. These have revealed washback to be a complex phenomenon, closely associated with and affected by established practices, beliefs and attitudes. Although test developers increasingly recognize the importance of washback and impact in evaluating assessment use, it remains to be fully integrated into standard validation practice.
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Keyword:
language assessment
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URL: http://hdl.handle.net/10547/622965
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English language teacher development in a Russian university: context, problems and implications
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Linking tests of English for academic purposes to the CEFR: the score user’s perspective
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Learning-oriented language test preparation materials: a contradiction in terms?
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Green, Anthony. - : Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ), 2017
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