Washback in Language Testing: a Review of the Concept and its Implications to Innovation in Education
Résumé
مصطلح «Washback » أو ظاهرة تأثير الامتحان على العملية التدريسية والتعليمية هي فعل موجود في الممارسات اليومية لمدرسي اللغات الأجنبية. هذا التأثير قد يكون له وجهان مختلفان. من جهة وجه إيجابي، ومن جهة أخرى وجه سلبي . الإشكالية المطروحة هي أنه على الرغم من وجود هذه الظاهرة إلا أن علمها مقصور على قلة منهم وكثيرهم يجهلونها. في إطار هذه الفكرة، يأتي هذا المقال لإماطة اللثام وتسليط الضوء على هذه الظاهرة من خلال توضيح طبيعتها، وظائفها، وآليات حدوثها. بالإضافة إلى هذا، يحاول هذا المقال توضيح العلاقة بين ظاهرة تأثير الامتحان أو ما يسمى «Washback »، ومجال الإبداع التربوي.
Washback is a concept used to refer to a phenomenon associated with the influence language tests exert on teaching and learning. Washback can be positive, as well as it can be negative. The present article is a serious attempt in the field of testing research that seeks to shed light on the concept washback. The purpose of the article is to help practitioners to get a clear and large picture on the nature, functions and mechanisms of the term under study. Besides, this presentation aims to display how this phenomenon can be a lever to provide models of innovation in education
Références
• Airasian, P.W (1980). Issues and misuses of standardized
Measurement in Education, 10, 1-8.
• Alderson, J. C., & Wall. D. (1993). Does wash exist? Applied
Linguistics, 14, 15-129.
• Andrews, S., Fullilove, J & Wong. Y. (2002). Targeting washback: a
case study. System, 30 (2), 2007- 223.
• Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice.
Oxford University Press.
• Baker, E. L. (1991). Issues in policy, assessment in equity. Paper
presented at National Symposium on limited English
proficient students' issues: focus on evaluation and
measurement, Washington, D. C.
• Bailey, K. M. (1996). Working for washback: a review of the
washback concept in language testing. Language
Testing, 13, 257-279.
• Biggs, J. B. (1996). Testing to educate or to select? Education in Hong
Kong at the cross- roads. Hong Kong: Hong Kong educational
publishing.
• Buck, G. (1988). Testing listening comprehension in Japenese
University entrance examinations. JALT Journal, 10, 12-42.
• Cheng, L. (2005). Changing language teaching through language
testing: Cambridge: Cambridge University Press.
• Cheng, L., Watanabe, Y. & Curtis, A. (2004). Washback in language
testing: research contexts and methods. Mahwah, NJ: Lawrence
Erlbaum Associates.
• Cooley, W. W. (1991). State- wide student assessment: educational
measurement: issues and practices, 10, 3- 36.
• Cooper, R.L. (1982). Language spread: studies in diffusion and social
change. Bloomington: IndianaUniversity Press, and D. C.,
Center for Applied Linguistics.
• Davies, A. (1985). Follow my leader: is that what language tests do? In
Y. P. Lee, A. C. Y. Y. For. Lord& G.Low (Eds), New directions
in language testing, 3(12). Oxford: Pergamon Press.
• Enkstein, M. A. & Noah, H. J. (1993). Secondary school examination:
international perspectives on policies and practices. New Haven:
Yale University Press.
• Frederickson, J. K. & Collins, A. (1989). A system approach to
educational testing. Educational Research, 18(9), 27- 32.
• Fullan, M. (2007). The New meaning of educational change (4th Ed).
New York: Teachers College.
• Gosa, C. M. C. (2004). Investigating washback: a case study using
diaries. Unpublished PhD thesis, Departments of linguistics and
English language, University of Lancaster.
• Haladyna, T. M., et al. (1991). Raising standardized achievement tests
scores and the origin of test score pollution. Educational
Research, 20(5), 2-7.
• Hamp-Lyons, L. (2007). The Impact of testing practices on teaching:
ideologies and alternatives. International Handbook of English
language teaching, 1, 487-504, New York: Springer .
• Henrichsen, L. E. (1989). Diffusion of innovation in English language
teaching: the ELEC effort in Japan, 1956- 1968. Connecticut:
Green Wood Press.
• Hsu, H. F. (2009). The impact of implementing English proficiency
tests as a graduation requirement at Taiwansese universities of
technology. Unpublished PhD thesis, University of York.
• Hughes, A. (1993). Backwash and TOEFL 2000. Unpublished
Manuscript, University of Reading.
• Kellaghan, T., Madaus, G. F. & Airasian, P. W. (1982). The Effects of standardized testing. London. Kluwer Nijboff Publishing.
• Kennedy, C. (1990). Evaluation of the management change in ELT
projects. Applied Linguistics, 9 (4), 329- 342.
• Kirthland, M. C. (1971). The Effect of tests on students and schools. Review of Educational Research. 41 (4), 303- 350.
• Li, D. (2001). Teacher's perceived difficulties in introducing the
communicative approach in South Korea, In D. Hall, & A.
Hewings (Eds). Innovation in English language teaching, 149-
169. London: Routledge
• Madaus, G. F. (1988). The Influence of testing on the curriculum. In
Tanner, L. N. (Ed.). Critical issues in curriculum: Eight Seventh
Yearbook of the National Society.
• Markee, N. (1993). The Diffusion of innovation in language teaching.
Annual Review of Applied Linguistics, 13, 229- 243.
• Markee, N. (1997). Managing curricular innovation. Cambridge:
Cambridge University Press.
• Messick, S. (1996). Validity and washback in language teaching,
Language Testing, 13 (3), 24- 256.
• Pan, U. C. (2009). A Review of washback and its pedagogical I mplications. In VNU journal of Sciences, Foreign Languages (25), 257- 263. Australia: University of Melboune.
• Pearson, I. (1988). Tests as levers for change. In D. chamberlain & R. J.
Baungardner (Eds.), ESP in the classroom: practice and
evaluation 98, 107. Great Britain: Modern English Publication.
• Popham, W. J. (1987). The merits of measurement- driven instruction.
Phi Delta Kappa, 68, 679- 682.
• Prodroumou, E., Donista, Schmidt, S., & Ferman, I. (1996). Test impact
revisited: washback effect over time. Language Testing, 13(3),
298- 317.
• Rogers, E, M. (2003). The diffusion of innovation in language teaching.
Annual Review of Applied linguistics, 13, 229- 243.
• Shephard, L. A. (1993). The place of testing reform in educational
reform: A reply to cizek. Educational Research ,22(4),10-14
• Shohamy, E. (1992). Beyond the proficiency testing: a diagnostic
feedback testing model for assessing foreign language learning.
The Modern Journal, 76(4), 513- 521.
• Shohamy, E., Donista- Schmidt, S., & Ferman, I. (1996). Test impact
revisited: washback effect over time. Language Testing, 13(3),
298-317.
• Smith, M. L. (1991). Put to the test: the effects of external testing on,
teachers. Educational Research. 20(5), 8- 11.
• Stoller, F. L. (1994). The diffusion of innovation in intensive ESL
progress. Applied Linguistics, 15(3), 300-327.
University of Lancaster
• Tsagari, K. (2006). Investigating the washback effect of a high-stakes
EFL exam in a Greek context: participants' perceptions, material
design, and classroom applications. Unpublished Phd thesis,
University of Lancaster
• Wall, D. (2005). The impact of high-stakes examination on classroom
teaching: a case study using insights from testing and
innovation theory. Cambridge: Cambridge University Press.
• Wall, D., & Alderson. J. K. C. (1993). Examining washback: the
Srilankan impact study. Language Testing, 10, 41- 70
• White, R, U. (1993). Innovation in curriculum planning and program
development. Annual Review of Applied Linguistics, 13, 244-
259.
• Wiseman, S. (1961). Examination and English education. England:
Manchester University Press.
• Vernon, P. E. (1956). The Measurement of abilities (2nd Ed.). London:
University of London Press.
Measurement in Education, 10, 1-8.
• Alderson, J. C., & Wall. D. (1993). Does wash exist? Applied
Linguistics, 14, 15-129.
• Andrews, S., Fullilove, J & Wong. Y. (2002). Targeting washback: a
case study. System, 30 (2), 2007- 223.
• Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice.
Oxford University Press.
• Baker, E. L. (1991). Issues in policy, assessment in equity. Paper
presented at National Symposium on limited English
proficient students' issues: focus on evaluation and
measurement, Washington, D. C.
• Bailey, K. M. (1996). Working for washback: a review of the
washback concept in language testing. Language
Testing, 13, 257-279.
• Biggs, J. B. (1996). Testing to educate or to select? Education in Hong
Kong at the cross- roads. Hong Kong: Hong Kong educational
publishing.
• Buck, G. (1988). Testing listening comprehension in Japenese
University entrance examinations. JALT Journal, 10, 12-42.
• Cheng, L. (2005). Changing language teaching through language
testing: Cambridge: Cambridge University Press.
• Cheng, L., Watanabe, Y. & Curtis, A. (2004). Washback in language
testing: research contexts and methods. Mahwah, NJ: Lawrence
Erlbaum Associates.
• Cooley, W. W. (1991). State- wide student assessment: educational
measurement: issues and practices, 10, 3- 36.
• Cooper, R.L. (1982). Language spread: studies in diffusion and social
change. Bloomington: IndianaUniversity Press, and D. C.,
Center for Applied Linguistics.
• Davies, A. (1985). Follow my leader: is that what language tests do? In
Y. P. Lee, A. C. Y. Y. For. Lord& G.Low (Eds), New directions
in language testing, 3(12). Oxford: Pergamon Press.
• Enkstein, M. A. & Noah, H. J. (1993). Secondary school examination:
international perspectives on policies and practices. New Haven:
Yale University Press.
• Frederickson, J. K. & Collins, A. (1989). A system approach to
educational testing. Educational Research, 18(9), 27- 32.
• Fullan, M. (2007). The New meaning of educational change (4th Ed).
New York: Teachers College.
• Gosa, C. M. C. (2004). Investigating washback: a case study using
diaries. Unpublished PhD thesis, Departments of linguistics and
English language, University of Lancaster.
• Haladyna, T. M., et al. (1991). Raising standardized achievement tests
scores and the origin of test score pollution. Educational
Research, 20(5), 2-7.
• Hamp-Lyons, L. (2007). The Impact of testing practices on teaching:
ideologies and alternatives. International Handbook of English
language teaching, 1, 487-504, New York: Springer .
• Henrichsen, L. E. (1989). Diffusion of innovation in English language
teaching: the ELEC effort in Japan, 1956- 1968. Connecticut:
Green Wood Press.
• Hsu, H. F. (2009). The impact of implementing English proficiency
tests as a graduation requirement at Taiwansese universities of
technology. Unpublished PhD thesis, University of York.
• Hughes, A. (1993). Backwash and TOEFL 2000. Unpublished
Manuscript, University of Reading.
• Kellaghan, T., Madaus, G. F. & Airasian, P. W. (1982). The Effects of standardized testing. London. Kluwer Nijboff Publishing.
• Kennedy, C. (1990). Evaluation of the management change in ELT
projects. Applied Linguistics, 9 (4), 329- 342.
• Kirthland, M. C. (1971). The Effect of tests on students and schools. Review of Educational Research. 41 (4), 303- 350.
• Li, D. (2001). Teacher's perceived difficulties in introducing the
communicative approach in South Korea, In D. Hall, & A.
Hewings (Eds). Innovation in English language teaching, 149-
169. London: Routledge
• Madaus, G. F. (1988). The Influence of testing on the curriculum. In
Tanner, L. N. (Ed.). Critical issues in curriculum: Eight Seventh
Yearbook of the National Society.
• Markee, N. (1993). The Diffusion of innovation in language teaching.
Annual Review of Applied Linguistics, 13, 229- 243.
• Markee, N. (1997). Managing curricular innovation. Cambridge:
Cambridge University Press.
• Messick, S. (1996). Validity and washback in language teaching,
Language Testing, 13 (3), 24- 256.
• Pan, U. C. (2009). A Review of washback and its pedagogical I mplications. In VNU journal of Sciences, Foreign Languages (25), 257- 263. Australia: University of Melboune.
• Pearson, I. (1988). Tests as levers for change. In D. chamberlain & R. J.
Baungardner (Eds.), ESP in the classroom: practice and
evaluation 98, 107. Great Britain: Modern English Publication.
• Popham, W. J. (1987). The merits of measurement- driven instruction.
Phi Delta Kappa, 68, 679- 682.
• Prodroumou, E., Donista, Schmidt, S., & Ferman, I. (1996). Test impact
revisited: washback effect over time. Language Testing, 13(3),
298- 317.
• Rogers, E, M. (2003). The diffusion of innovation in language teaching.
Annual Review of Applied linguistics, 13, 229- 243.
• Shephard, L. A. (1993). The place of testing reform in educational
reform: A reply to cizek. Educational Research ,22(4),10-14
• Shohamy, E. (1992). Beyond the proficiency testing: a diagnostic
feedback testing model for assessing foreign language learning.
The Modern Journal, 76(4), 513- 521.
• Shohamy, E., Donista- Schmidt, S., & Ferman, I. (1996). Test impact
revisited: washback effect over time. Language Testing, 13(3),
298-317.
• Smith, M. L. (1991). Put to the test: the effects of external testing on,
teachers. Educational Research. 20(5), 8- 11.
• Stoller, F. L. (1994). The diffusion of innovation in intensive ESL
progress. Applied Linguistics, 15(3), 300-327.
University of Lancaster
• Tsagari, K. (2006). Investigating the washback effect of a high-stakes
EFL exam in a Greek context: participants' perceptions, material
design, and classroom applications. Unpublished Phd thesis,
University of Lancaster
• Wall, D. (2005). The impact of high-stakes examination on classroom
teaching: a case study using insights from testing and
innovation theory. Cambridge: Cambridge University Press.
• Wall, D., & Alderson. J. K. C. (1993). Examining washback: the
Srilankan impact study. Language Testing, 10, 41- 70
• White, R, U. (1993). Innovation in curriculum planning and program
development. Annual Review of Applied Linguistics, 13, 244-
259.
• Wiseman, S. (1961). Examination and English education. England:
Manchester University Press.
• Vernon, P. E. (1956). The Measurement of abilities (2nd Ed.). London:
University of London Press.
Comment citer
حواجلي, أحمد شوقي.
Washback in Language Testing: a Review of the Concept and its Implications to Innovation in Education.
Revues faculté des lettres et des langues, [S.l.], n. 14-15, nov. 2014.
ISSN 1112-6434.
Disponible à l'adresse : >https://revues.univ-biskra.dz/index.php/fll/article/view/1079>. Date de consultation : 22 déc. 2024
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