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Changing Language Teaching through Language Testing: A Washback Study [Hardback]

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  • Formāts: Hardback, 342 pages, height x width x depth: 235x160x26 mm, weight: 673 g
  • Sērija : Studies in Language Testing
  • Izdošanas datums: 06-Oct-2005
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 052183614X
  • ISBN-13: 9780521836142
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Changing Language Teaching through Language Testing: A Washback StudyPalielināt
  • Formāts: Hardback, 342 pages, height x width x depth: 235x160x26 mm, weight: 673 g
  • Sērija : Studies in Language Testing
  • Izdošanas datums: 06-Oct-2005
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 052183614X
  • ISBN-13: 9780521836142
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780521836142.html
Keywords:
Despite persistent assertions of washback (the influence of testing on teaching and learning) limited research studies have been undertaken on the subject. Even fewer studies have made use of quantitative and qualitative methods to examine washback. This book, at the intersection of language testing and teaching practices/programs, investigates the impact of the introduction of the 1996 Hong Kong Certificate of Education in English, a high-stakes public examination, on classroom teaching and learning in Hong Kong secondary schools. The washback effect was observed initially at the macro level, including different parties within the Hong Kong educational context, and subsequently at the micro level, in terms of the classroom, including aspects of teachers' attitudes, teaching content and classroom interactions. Further, the book offers insights into the concept that a test can be used as a change agent to encourage innovation in the classroom.

This book offers insights into the concept that a test can be used to encourage innovation in the classroom.

Papildus informācija

This book offers insights into the concept that a test can be used to encourage innovation in the classroom.
List of figures xiii
List of tables xvi
Acknowledgements xviii
Series Editors' note xix
SECTION ONE: EDUCATION ON THE CHANGE
Chapter 1 The Hong Kong research context
3(21)
The problem
3(2)
Purpose of the study
5(1)
Definition of key research terms
6(2)
Context of the study
8(8)
The Hong Kong education system
8(4)
The teaching of English in Hong Kong secondary schools
12(3)
Teachers of English in Hong Kong secondary schools
15(1)
Background of the study
16(6)
Rationale behind the 1996 HKCEE English Language Syllabus
16(1)
The 1996 HKCEE English Language Syllabus
17(4)
Research time framework
21(1)
Research questions
21(1)
Overview of research methodology
22(1)
Significance of the study
23(1)
Chapter 2 Literature review
24(38)
Introduction
24(1)
Exploring the research concept
24(11)
The origin of washback
24(3)
The definition and scope of washback
27(1)
Washback defined in this study
28(3)
Negative washback
29(1)
Positive washback
29(2)
The function of washback
31(4)
Exploring the research phenomenon
35(11)
Measurement-driven instruction
35(6)
Examinations as a means of control
41(2)
Influence of high-stakes testing
43(3)
Exploring washback within different educational contexts
46(4)
Washback within other regional educational contexts
46(2)
Washback within the Hong Kong educational context
48(2)
Exploring washback within current models of teaching and learning
50(8)
Classroom research
51(3)
Classroom research models
54(4)
Summary
58(4)
SECTION TWO: METHODOLOGY FOR WASHBACK STUDY
Chapter 3 Research methodology
62(53)
Part 1: Overall research design
62(13)
Research questions
62(2)
Research framework
64(2)
Methodology derivations from other washback studies
66(3)
Research strategies and methodology for this study
69(4)
Levels of study within the Hong Kong education system
69(1)
Qualitative and quantitative data
70(3)
Research phases
73(2)
Part 2: Research design for the survey study
75(16)
The survey questionnaires
75(10)
Teachers' questionnaire
76(5)
Students' questionnaire
81(4)
Sampling for both teacher and student surveys
85(3)
The teacher survey
86(1)
The student survey
87(1)
Data collection procedures
88(1)
Teachers' questionnaires
88(1)
Students' questionnaires
88(1)
Data analysis procedures
89(2)
Part 3: Research design for classroom observations
91(24)
The combined framework for the current inquiry
92(8)
Rationale
92(2)
Theoretical models
94(3)
Development of the classroom observation scheme
97(1)
Research focuses for the 1996 HKCEE washback on classroom teaching
98(2)
The observation scheme
100(2)
Teacher participants involved
102(9)
Data collection strategies
104(1)
The nature of the data collection
104(1)
Data collection procedures
106(1)
Data analysis for observation
109(1)
Reliability and validity of classroom observations
110(1)
Summary
111(4)
SECTION THREE: TEACHERS AND STUDENTS ON THE CHANGE
Chapter 4 Phase I – The decision-making stage of the examination change
115(18)
Introduction
115(1)
The washback exploratory model in context
115(1)
The Hong Kong educational context at the macro level
116(7)
The Hong Kong Examinations Authority
117(4)
Tertiary institutions and textbook publishers
121(2)
The Hong Kong educational context at the micro level
123(5)
School administration – teaching content
123(1)
Survey of teachers' and students' attitudes
124(13)
Teachers' questionnaire
124(2)
Students' questionnaire
126(1)
School visits – teachers' and students' classroom behaviours
127(1)
Washback on the English curriculum
128(2)
Washback on textbooks
130(1)
Washback on teachers' attitudes and behaviours
131(1)
Summary
132(1)
Chapter 5 Phase II – Teachers' perceptions of the change
133(37)
Introduction
133(1)
Demographic information on the teachers who responded to the questionnaires
133(4)
Teachers' reactions to and perceptions of the 1996 HKCEE
137(12)
Teachers' reactions to the 1996 HKCEE
137(1)
Teachers' perceptions
138(11)
Change in perceptions towards the reasons behind changing the HKCEE
138(2)
Changes in perceptions towards the changes in the HKCEE exam papers
140(2)
Extra work or pressure involved in teaching towards the 1996 HKCEE
142(2)
Teaching methods the teachers would change due to the 1996 HKCEE
144(2)
Difficulties in teaching towards the 1996 HKCEE
146(3)
Washback on teaching materials
149(3)
Textbook arrangements related to teaching materials
149(2)
Teaching and learning resources
151(1)
Washback on classroom teaching behaviour
152(7)
Teaching arrangement and medium of instruction
153(2)
Lesson planning, teacher talk and teaching activities in English lessons
155(4)
Lesson preparation
155(1)
Teacher talk
156(2)
Teaching activities
158(1)
Washback on assessment and evaluation
159(4)
The use of mock exams
159(1)
The assessment of teaching in Hong Kong secondary schools
160(1)
Factors that influence teaching
161(2)
Washback on teachers' attitudes towards aspects of learning
163(5)
Learning strategies
163(2)
Learning activities
165(1)
Learning aims
166(1)
Motivation to learn
166(2)
Summary
168(2)
Chapter 6 Phase II — Students' perceptions of the change
170(25)
Introduction
170(1)
Students' characteristics and their learning contexts
171(4)
Students' attitudes towards teaching activities inside and outside class
175(9)
Teacher talk in class
175(2)
Students' perceptions of their teachers' teaching activities in class
177(1)
Students' classroom learning activities
178(3)
Students' use of English in relation to their classroom activities
181(1)
Students' use of English in relation to their learning activities outside class
181(3)
Students' attitudes towards aspects of learning
184(6)
Students' attitudes towards their English lessons
184(1)
Students' motivation to learn English
185(1)
Students' preferred learning strategies
186(2)
Students' attitudes towards whether they are influenced by the public exam
188(1)
Students' attitudes towards the influence of aspects of the public exam
189(1)
Students' attitudes towards aspects of public examinations
190(3)
Summary
193(2)
Chapter 7 Phase III – Teachers' and students' actions and reactions to the change
195(34)
Introduction
195(1)
Baseline study
196(9)
Baseline interviews
197(2)
Baseline classroom observations
199(6)
Main study
205(6)
Teacher participants
205(3)
Classroom observation scheme
208(3)
Rationale behind the observation scheme
208(1)
The observation scheme
208(2)
Observation scale
210(1)
Classroom observation outcomes
211(8)
Participant organization
211(3)
Activity types and content as a percentage of class time
214(2)
Activity type and content: a closer look
216(2)
Teaching materials
218(1)
Classroom observations of individual teachers' oral lessons
219(9)
Ada
220(2)
Betty
222(2)
Cathy
224(2)
Comparing the three teachers between 1994 and 1995
226(2)
Summary
228(1)
Chapter 8 Washback revisited
229(38)
Introduction
229(1)
Synthesis of the findings
230(11)
Phase I: The decision-making stage of the examination change
230(1)
The Hong Kong educational context at the macro level
230(1)
The Hong Kong educational context at the micro level
231(1)
Phase II: Survey study – washback on teachers' and students' perceptions
231(7)
Teachers' survey
232(4)
Students' survey
236(2)
Phase III: Major issues explored in the classroom observations
238(6)
Participant organization
239(1)
Activity type and content
239(2)
Teaching materials
241(1)
Review of the washback model in the Hong Kong educational context
241(3)
Implications of the study
244(4)
The nature of washback as change
244(1)
The scope of the intended washback
245(2)
Discrepancy between stakeholders
247(1)
Lessons learned from the study
248(5)
Scope of the study
248(1)
Refined instruments required
249(1)
Implications for future research
250(3)
An investigation of the washback effect of textbooks
250(2)
An investigation into the lower forms
252(1)
Conclusion
253(3)
Appendix I Teachers' questionnaire for the main study 256(6)
Appendix II Teachers' questionnaire for the initial study 262(5)
Appendix III Students' questionnaire for the main study
A. Chinese version
267(4)
B. English version
271(4)
Appendix IV The Hong Kong Certificate of Education Examination 1996 English Language (Syllabus B) 275(16)
Appendix V An excerpt of one of the longest turns observed 291(4)
References 295(16)
Index 311