Atnaujinkite slapukų nuostatas

Power and Impact of Standardised Tests: Investigating the Washback of Language Exams in Greece New edition [Kietas viršelis]

5.00/5 (2 ratings by Goodreads)
  • Formatas: Hardback, 188 pages, aukštis x plotis: 210x148 mm, weight: 360 g
  • Išleidimo metai: 26-May-2014
  • Leidėjas: Peter Lang AG
  • ISBN-10: 3631649045
  • ISBN-13: 9783631649046
Kitos knygos pagal šią temą:
Power and Impact of Standardised Tests: Investigating the Washback of Language Exams in Greece New editionDidesnis paveikslėlis
  • Formatas: Hardback, 188 pages, aukštis x plotis: 210x148 mm, weight: 360 g
  • Išleidimo metai: 26-May-2014
  • Leidėjas: Peter Lang AG
  • ISBN-10: 3631649045
  • ISBN-13: 9783631649046
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783631649046.html
Raktažodžiai:
Standardised tests and language certification exams have been a popular topic in the field of assessment for many years now. The washback effect of such tests, that is how and to which degree language tests influence teaching and learning, has been the focus of several research projects in various contexts with different results, but at the same time of significant importance. Investigating the impact and consequences of tests is a great step towards creating better and fairer tests. This book focuses on a research study of the washback effect of the FCE test (First Certificate in English), developed and administered by Cambridge English Language Assessment (formerly ESOL). The context of the study is Greece, where unique socioeconomic elements and characteristics have rendered language certification increasingly important and have significantly contributed to the quality and quantity of the washback effect produced.
Chapter 1 Introduction
1(8)
1.1 The issue of interest in the research
1(1)
1.2 The Greek ELT context
1(2)
1.3 The FCE exams
3(6)
1.3.1 The exams in general
3(2)
1.3.2 Structure of the FCE test and the Greek test takers
5(1)
1.3.3 Intended washback of the FCE
6(3)
Chapter 2 Literature Review on washback
9(22)
2.1 Language tests and their effects
9(3)
2.2 The general impact of testing
12(5)
2.2.1 Test impact and washback
12(3)
2.2.2 Categorisation of the different forms of impact
15(2)
2.3 The washback effect
17(14)
2.3.1 A general review of the washback effect over time
17(3)
2.3.2 According to quality: positive and negative washback
20(8)
2.3.3 According to quantity: high and low/strong and weak washback
28(1)
2.3.4 Other categorisations
29(2)
Chapter 3 The Research Methodology
31(46)
3.1 Introduction
31(1)
3.2 Rationale of the initial study
32(1)
3.3 Answers and goals aimed at by the study
33(1)
3.4 Triangulation in the research
34(1)
3.5 The construction and use of the interviews
35(2)
3.6 The teachers
37(1)
3.7 The interviews
37(1)
3.8 The process of the interview analysis
38(1)
3.9 Findings of the interview analysis
39(11)
3.9.1 The general status of the FCE exam
40(2)
3.9.2 Exerted influence of the exams
42(6)
3.9.3 Language skills
48(2)
3.9.4 Language performance
50(1)
3.10 An initial discussion of the findings
50(1)
3.11 The findings and the way forward
51(1)
3.12 Pre- and post-test washback
52(2)
3.13 Immediate and delayed washback
54(2)
3.14 Statement of the research proposal
56(1)
3.15 An analysis of the methods of research used
57(9)
3.15.1 The questionnaires
58(1)
3.15.2 Questionnaires to the teachers
58(3)
3.15.3 Questionnaires to the students
61(1)
3.15.4 Limitations in the questionnaires
62(1)
3.15.5 Validity and reliability of the research
63(3)
3.16 Classroom observation
66(3)
3.17 Observation procedures
69(2)
3.18 Observation schemes
71(6)
Chapter 4 Discussion
77(60)
4.1 Analysis Of the students' questionnaire 1
77(15)
4.2 Analysis of the students' questionnaire 2
92(10)
4.3 Analysis of the teachers' questionnaire
102(15)
4.4 Analysis of the COLT observation tool, Part A
117(7)
4.4.1 Participant organisation
118(1)
4.4.2 Content
119(2)
4.4.3 Content control
121(1)
4.4.4 Student modality
122(1)
4.4.5 Materials
122(2)
4.5 Critical review and limitations of COLT
124(1)
4.6 Analysis of the WOT observation tool
125(12)
4.6.1 The observation scheme and rationale
125(1)
4.6.2 The coding scheme
126(1)
4.6.3 Classroom observation outcomes
127(7)
4.6.4 Alignment with exam specifications
134(3)
Chapter 5 Conclusions
137(18)
5.1 Description of the research
137(2)
5.2 Combination of the findings
139(16)
5.2.1 Students' questionnaires
139(2)
5.2.2 Teachers' questionnaires
141(1)
5.2.3 Classroom observations
142(2)
5.2.4 Proposal for a new model of washback
144(2)
5.2.5 Implications of the study
146(2)
5.2.6 The power of tests: national and international implications
148(4)
5.2.7 Contributions of the study and future research
152(3)
Bibliography 155(8)
Appendix 163(1)
Appendix 1 163(2)
Appendix 2 165(1)
Appendix 3 166(4)
Appendix 4 170(1)
Appendix 5 171(5)
Appendix 6 176(3)
Appendix 7 179(1)
Appendix 8 180(1)
Appendix 9 181(4)
Appendix 10 185(1)
Appendix 11 186(1)
Appendix 12 187(1)
Appendix 13 188
Lambrini Loumbourdi studied English Language and Literature at Thessaloniki University (Greece) and has an MA in TEFL/TESL from Birmingham University (UK). She obtained her PhD in Language Testing and Assessment from Frankfurt University (Germany) and currently works there as a lecturer at the department of Language Teaching research and Didactics.