Analysing the impact of external examination on teaching and learning of English at the secondary level education

Rind, Irfan Ahmed; Mari, Mumtaz Ali

doi:10.1080/2331186x.2019.1574947

Cited by 22 publications

(21 citation statements)

References 14 publications

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“…Teachers narrowed the contents of the syllabus and skipped chapters considered less important for the tests. These findings correlate with the findings of the studies conducted by Allen (2016), Qi (2005), Rind et al (2019), andSato (2019), Shih (2007), and Xie and Andrews (2012). Moreover, the washback of these tests on the teaching methods of the teachers is negative as the teachers were found to employ whatever methods they deem perfect for assisting their students to prepare for the tests and score high grades (Alderson & Wall, 1993;Sultana, 2018).…”

Section: T8supporting

confidence: 82%

“…Other washback studies (e.g., Cheng, 2005;Dong, 2018Dong, , 2020Maniruzzaman & Hoque, 2010;Qi, 2005) also explored a strong negative washback of the high-stakes tests on the teachers' selection and teaching of contents. Teachers were found to skip and ignore some of the lessons of the textbook that were less likely to be set in the test (Abu-Alhija, 2007;Qi, 2005;Rind, Mari, & A., 2019). In the study of Watanabe (2000, p. 44), ignoring the curriculum, teachers used different kinds of self-made materials to suit the targeted test.…”

Section: Studies On Washbackmentioning

confidence: 99%

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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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Section: T8supporting

confidence: 82%

Section: Studies On Washbackmentioning

confidence: 99%

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

et al. 2021

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“…Pemberian nilai dalam tugas cenderung subjektif karena tidak memiliki acuan yang terukur pada rubrik penilaian pengetahuan pada RPP. Menurut (Rind & Mari, 2019) model penilaian, praktik mengajar, dan pendekatan pembelajaran kepada siswa sangat berkorelasi. Oleh karena itu, penggunaan model penilaian sebaiknya dapat mengukur kompetensi siswa dengan tepat.…”

Section: Pelaksanaan Penilaian Pengetahuan Pjok DI Smp Negeri Malangunclassified

Penilaian Pendidikan Jasmani, Olahraga, dan Kesehatan pada Sekolah Menengah Pertama Negeri Kota Malang

Mustafa

Winarno

Supriyadi

2019

Jur.Pend.Teo.Pen.Peng.

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Abstract: The purpose of this study was to evaluate the implementation of the assessment of knowledge and skills PESH in Junior High School Malang City. This study uses an evaluation approach using the model discrepancy. The results of this study on the implementation of the assessment of knowledge and skills can be said to be good. This is because the assessment document is not necessarily the same as the material in the Lesson Plan. Recommendations for the assessment of knowledge should the knowledge assessment rubric be arranged clearly, practically, qualifying questions with a high level of thinking and varied. Recommendations for skills assessment should be clear assessment rubrics, according to student characteristics, practical, and varied.Abstrak: Tujuan penelitian ini adalah mengevaluasi pelaksanaan penilaian pengetahuan dan keterampilan PJOK pada Sekolah Menengah Pertama Negeri Kota Malang. Penelitian ini menggunakan pendekatan evaluasi dengan menggunakan discrepancy model. Hasil penelitian ini pada pelaksanaan penilaian pengetahuan dan keterampilan dapat dikatakan baik. Akan tetapi, dokumen penilaian belum tentu sama dengan materi pada Rencana Pelaksanaan Pembelajaran. Rekomendasi untu penilaian pengetahuan sebaiknya rubrik penilaian pengetahuan disusun dengan jelas, praktis, soal berkualifikasi berlevel kognitif tinggi dan bervariasi. Rekomendasi untuk penilaian keterampilan sebaiknya rubrik penilaian jelas, sesuai karakteristik siswa, praktis, dan bervariasi.

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“…In the discussion about alternative approaches other than teaching that primarily involves traditional teaching methods, student-centered learning and technology integration are encouraged because these approaches promote students' participation as well as raise their interest learning among the students [14]. As one of the only few programs which still retains 100% external public examinations, A-level program is often criticized for promoting examination-oriented pedagogy [27], which focuses on drill and practice. As a result, it is noteworthy to examine the teachers' perspectives about which pedagogy and technological tools are most effective when teaching an A-level syllabus.…”

Section: Introductionmentioning

confidence: 99%

Exploring A-level mathematics teachers’ teaching practices and use of technology

Chua

Kosnin

Yeo

2022

IJERE

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Student-centered teaching methods and technology are often viewed as effective tools to raise students’ performance and interest in mathematics learning. Limited research exists on discussion of teaching methods and the use of technology on the general certificate of education (GCE) A-level mathematics. The purpose of this qualitative research where data were collected using semi-structured interviews was to explore how A-level mathematics teachers used teaching methods and technology for the delivery of mathematics instruction. Convenience sampling was applied, the participants were seven A-level teachers from a private college in Johor, Malaysia. The gathered responses were analyzed using thematic analysis based on the approaches suggested by Braun and Clarke. The findings of this research reported that while mathematics teachers revealed they made some attempts in incorporating technology and student-centered teaching approaches to their classes, traditional teaching approaches such as chalk-and-talk and drill-and-practices remained to be the dominant teaching approaches they would use in their classes. In order to have a closer examination between the relationship of students’ interest and students’ performance in mathematics, the researcher suggests the future direction of study on the development of a teaching module which serves as a reference guide to alleviate the mentioned teachers’ concerns.

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Analysing the impact of external examination on teaching and learning of English at the secondary level education

Cited by 22 publications

References 14 publications

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

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

Penilaian Pendidikan Jasmani, Olahraga, dan Kesehatan pada Sekolah Menengah Pertama Negeri Kota Malang

Exploring A-level mathematics teachers’ teaching practices and use of technology

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