Diagnosing Chinese college-level English as a Foreign Language (EFL) learners’ integrated writing capability: A Log-linear Cognitive Diagnostic Modeling (LCDM) study

Lee, Kwangmin

doi:10.1016/j.asw.2023.100730

Cited by 1 publication

(1 citation statement)

References 17 publications

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“…Kim and Choi [30] observe that testing devices had been extensively used as teaching devices, in the sense that teaching and learning was being directed to the test samples from previous years, which in turn made the educational experience narrow and uninteresting. Lee [31] asserts that in negative washback the test would lead to a narrowing of content in the curriculum, and what students learn is the test language instead of expected understanding. Similarly, negative washback occurs when teachers experience a high level of Decision makers use tests to promote political agendas and seizes control over the educational system.…”

Section: Negative Washback Effectmentioning

confidence: 99%

Proposed Model for Washback Effect of High-stakes Test in Ghanaian Senior High Schools

Arthur,

Partey

2023

AJESS

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This study proposed a model for the washback effect of a high-stakes test in Ghanaian Senior High Schools. The proposed model focused on the micro washback effect of a high-stakes test, as the washback effect is multidimensional. The study reviewed Hughes', Bailey's, and Nguyen's washback effect models of a high-stakes test. The assumption that underpinned the proposed model was that the washback effect of a high-stakes test is inevitable, and it will affect teachers’ classroom instructional practices, implementation of the syllabus, and students’ learning practices. It was concluded that in the classroom context, a high-stakes test could have either a positive or negative effect on classroom instructional practices, implementation of the syllabus, and students’ learning practices.

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Section: Negative Washback Effectmentioning

confidence: 99%