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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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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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A Case Study of VIP TOEFL Speaking Teachers
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In: Creative Components (2018)
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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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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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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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The Washback of the TOEFL iBT in Vietnam
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In: Australian Journal of Teacher Education (2016)
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Abstract:
Washback, or the influence of testing on teaching and learning, has received considerable attention in language testing research over the past twenty years. It is widely argued that testing, particularly high-stakes testing, exerts a powerful influence, whether intended or unintended, positive or negative, on both teachers and learners. This article investigates the washback effects of a high-stakes English language proficiency test, the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT), in Vietnam. Vietnam, a developing country whose educational philosophies differ from those underpinning the TOEFL iBT, provided a unique context to explore the test's washback. In the course of this study, four teachers were observed and teaching materials were collected from educational institutions in Vietnam. The study revealed that the TOEFL iBT influenced both what the teachers taught and how they taught but its effects were mediated by the use of test preparation materials.
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Keyword:
and Multicultural Education; and Research; Applied Linguistics; Assessment; Bilingual; Educational Assessment; English as a Foreign Language; Evaluation; Multilingual; Test Preparation; TOEFL iBT; Vietnam; Washback
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3146&context=ajte
https://ro.ecu.edu.au/ajte/vol41/iss7/10
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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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