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NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement
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In: TESOL in Context (2022)
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Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
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In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
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Certification, enseignement supérieur, recherche et innovation : mon CLES en 180 secondes
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In: XXVIIIe Congrès RANACLES - (Dis)continuité des apprentissages en langues ; https://hal.univ-lille.fr/hal-03536510 ; XXVIIIe Congrès RANACLES - (Dis)continuité des apprentissages en langues, Annick Rivens Mompean, Centre de langues de l'université de Lille (CLIL), Nov 2021, Villeneuve d'Ascq, France ; https://ranacles2021.sciencesconf.org/ (2021)
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Washback Effects of Diagnostic Assessment in Greek as an SL: Primary School Teachers’ Perceptions in Cyprus
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In: Languages; Volume 6; Issue 4; Pages: 195 (2021)
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WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 1-9 (2021) (2021)
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Avaliação de tarefa oral em língua adicional : uma proposta de tarefa e critérios de avaliação em uma escola particular
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| 7 |
Living with IELTS: the stories of IELTS test candidates
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Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
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| 8 |
Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand
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Exploring the Alignment of the Secondary School Certificate English Examination with Curriculum and Classroom Instruction: a Washback Study in Bangladesh
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| 10 |
A Case Study of VIP TOEFL Speaking Teachers
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In: Creative Components (2018)
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| 11 |
Washback of English national exams at ninth-grade level in Thailand and Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 167-176 (2018) (2018)
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Washback effects of speaking assessment of teaching English in Sri Lankan schools
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The Washback Effects of an English Exit Exam on Teachers and Learners in a Korean University English Program
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| 14 |
Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests
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Washback analysis of students’ perception and teachers’ teaching material of English national examination 2017
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In: ELT Forum: Journal of English Language Teaching, Vol 6, Iss 1, Pp 92-101 (2017) (2017)
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| 16 |
Reading for a test: the effect of high-stakes exams on reading strategies
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), pags. 103-115 (2017)
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| 17 |
WASHBACK AND MULTIMODALITY IN THE BRAZILIAN NATIONAL EXAM OF UPPER SECONDARY EDUCATION (ENEM): ANALYSES OF ITEMS IN ENGLISH AND SPANISH
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In: Signum: Estudos da Linguagem, Vol 20, Iss 1, Pp 136-166 (2017) (2017)
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| 19 |
The Washback of the TOEFL iBT in Vietnam
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In: Australian Journal of Teacher Education (2016)
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| 20 |
Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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Abstract:
Entirely predictable examinations are ones for which the questions are known in advance. Some assessments are designed this way, but in public examinations, predictability is subtler. Students familiarise themselves with the requirements broadly: likely topics that will come up, question formats and how to maximise their marks. If students can predict what they have to do, they can memorise performances, such as essays, and restrict their learning to fit only with examination requirements. The danger is that this focus could undermine curriculum aims. Further, examinations that are overly predictable might produce results that do not generalise to other performances or have predictive validity. This paper presents part of a broader project investigating whether the Higher Level Irish Leaving Certificate Examinations were too predictable. Here, the development of a rating scale for students' views of examination predictability is described. Data were collected from 1,002 Irish Leaving Certificate students taking Higher Level examinations in biology (n=536), English (n=749) and geography (n=387). Students' views on predictability of the examination could be grouped consistently across subject areas into three factors: valuable learning, predictability and narrowing of the curriculum. Belief that narrowing of the curriculum was a good examination preparation tactic had a negative relationshop with examination scores and perceived learning value of examinations was positively associated with students' scores in biology and English. These findings indicate that the scoring system rewards students who believe they must study the discipline broadly.
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Keyword:
examinations; predictability; structural equation modelling; student perception; washback
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URL: https://doi.org/10.1080/03323315.2016.1227719
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