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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Does ethnicity influence the choice of language learning strategies? Mizutani, Satomi; Dallow, Tomoko. - : Independent Learning Association:, 2013 BASE Show details 2 Does ethnicity influence the choice of language learning strategies? Mizutani, Satomi; Dallow, Tomoko. - : Independent Learning Association:, 2013. : Unitec Institute of Technology, 2013 BASE Show details 3 Does ethnicity influence the choice of language learning strategies? Mizutani, Satomi; Dallow, Tomoko. - : Independent Learning Association:, 2013 BASE Show details 4 The mechanism of washback on teaching and learning Mizutani, Satomi. - : ResearchSpace@Auckland, 2009 Abstract: The current research investigated the mechanism of the phenomenon known as washback (i.e., the impact of assessment on teaching and learning) in the context of a new national standards-based assessment system in New Zealand, particularly focusing on the area of the teaching and learning of Japanese as a foreign language. The National Certificate of Educational Achievement (NCEA) was progressively implemented across all subjects in the final three years of secondary schooling from 2002. It replaced norm-referenced assessments and aimed to function as assessment for learning as well as of learning. The research consisted of three studies. Studies One and Two investigated washback effects of NCEA as perceived by teachers and students of Japanese, and beliefs about NCEA which contributed to the washback effects. Participants claimed that the majority of the intended positive washback effects were promoted by the assessment, but the nature of the washback depended on beliefs about NCEA held by teachers and students. Students tended to report more negative washback of NCEA than did teachers. Study Three explored the role that contextual factors (e.g., subject, gender) and beliefs might play in mediating washback. This large-scale study involved teachers and students of Japanese, French, History, and Mathematics. Teacher and Student Questionnaires were developed to investigate washback of NCEA and beliefs about NCEA, Teaching, Learning, and Teacher Efficacy as well as to collect relevant background information on the participants. The study revealed that some contextual factors played a role in mediating certain types of beliefs and washback effects. The results also confirmed the crucial role that beliefs play in mediating washback, indicating that positive washback was promoted when participants’ beliefs were in line with the intentions of the assessment. It is concluded that for educational reform through assessment change to be successful, stake holders’ beliefs about the role of assessment may need to be altered. A model is presented to describe the mechanism of washback, showing how washback could be mediated directly and indirectly by contextual factors and beliefs. URL: http://hdl.handle.net/2292/4545 BASE Hide details

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