Washback Effects of Diagnostic Assessment in Greek as an SL: Primary School Teachers’ Perceptions in Cyprus

Abstract

Washback of diagnostic tools targeted to young migrant learners has been an under-researched area in the language assessment field. This paper explores teachers’ perceptions on the Greek Diagnostic Language Assessment (GDLA) tool recently introduced into the SL preparatory classes of the Cyprus primary education. The tool’s implementation coincides with the launch of a new SL curriculum. The objective is fourfold: (1) to examine GDLA’s washback effects on teaching/assessment, (2) to investigate washback’s variability with respect to several contextual variables, (3) to collect feedback on the perceived credibility of the tool, and (4) to reflect on the use of the GDLA tool as a lever of instructional reform in support of curricular innovation. The study employs a mixed-methods approach and draws on (a) quantitative data (questionnaire, 234 informants) and (b) qualitative data (interviews, 6 participants). The results indicate a positive and quite strong washback on teaching and assessment. However, they bring to the surface several misconceptions on the purpose and the implementation of diagnostic assessment, pointing to gaps in the teachers’ assessment literacy. They also bring into play school administration constraints. Finally, they imply that a diagnostic assessment aligned to a context-sensitive curriculum may bind the test to positive washback.

Washback Effects of High-Stakes Examinations on Teachers’ Perceptions of their Instructional Practices

“…The phenomenon of examination washback significantly shaped teachers' perceptions and teaching approaches, as corroborated by prior research (Cholis, 2018;Sadighi et al, 2018;Thu, 2020;Mitsiaki, 2021;Baidoo-Anu, 2022;Canli, 2022;Shah Toti, 2022). The BAC examinations detrimentally influenced the effective deployment of the CBA and broader educational reforms.…”

“…Pearson (1988) posited that "Public examinations influence the attitudes, behaviors, and motivations of teachers, learners, and parents" (p. 7). Sadighi (2018), Thu (2020), Mitsiaki (2021), Baidoo-Anu (2022), Canli (2022) and Shah Toti (2022) highlighted that high-stakes examinations often adversely influenced teachers' perceptions, leading many to adopt a 'teach to the test' approach. However, pertaining to the Algerian educational context, the existing literature did not examine the washback effects of high-stakes examinations on teachers' implementation of the CBA.…”

A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura

“…À semelhança do que acontece em relação às crianças, também estes estudos são plurais nas suas intenções ou pontos de interesse. Alguns optam por um foco disciplinar, associado, por exemplo, ao modo como os educadores perspectivam a avaliação no âmbito no ensino do inglês (Mohamed et al, 2021), da educação física (Kim & Lee, 2022) ou da educação Matemática (Gamboa-Araya et al, 2022;Martin et al, 2022;Takele & Melese, 2022); outros estudos há que privilegiam trabalhos de investigação que ora procuram melhor esclarecer o modo como, genericamente, os docentes perspectivam as práticas ou finalidades de avaliação (Bellindo-Garcia et al, 2022;Monteiro et al, 2021), nomeadamente a avaliação diagnóstica (Mitsiaki et al, 2021;Wammes et al, 2022), ora visam analisar como grupos concretos constroem estes referenciais, como professores jovens (Amador et al, 2022). Qualquer uma das opções revela, pelo menos de forma implícita, a centralidade das concepções destes profissionais nas opções de avaliação (Duarte, 2021;Rosales López, 2014;Santos Guerra, 2014), afirmando-se como uma alternativa indireta para a compreensão do fenómeno.…”