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Welcome to the
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Teaching and Testing:
Promoting Positive Washback
Kathleen M. BaileyMonterey Institute
of International Studieswww.kathleenmbailey.com
(for all references)
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Part 1: Relationships Between Teaching and Testing
Teaching Testing
Teaching Testing
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Relationships Between Teaching and Testing
Teaching
Testing
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Relationships Between Teaching and Testing
Two Potentially Competing GoalsImmediate goal: Achieve a certain test scoreLong-term goal: Increase language proficiency
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Part 2: Definitions of Washback
The effect a test has on classroom practice (Berry, 1994, p. 31).
How assessment instruments affect educational practices and beliefs (Cohen, 1994, p. 41).
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Definitions of Washback
The impact of a test on classroompedagogy, curriculum development, and educational policy (Peirce, 1992, p. 687).
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Other Key Terms
Measurement Driven Instruction
Curriculum Alignment
Systemic Validity
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Other Key Terms
Measurement Driven Instruction: the notion that tests should drive learning.
Curriculum Alignment: the connection between testing and the teaching syllabus.
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Other Key Terms
Systemic Validity of a Test:the integration of a test into the educational system, and showing that introducing a new test can improve learning
(Shohamy, 1993a, p. 4).
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Part 3: Characteristics of Washback
“Testing procedures can have both negative and positive effects on program and curriculum design and implementation.…”
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Positive Washback
“Test tasks should require the sameauthentic, interactive language usepromoted in the classroom so that there is a match between what is taught and what is tested….”
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Positive Washback
If a test has positive washback, “there is no difference between teaching the curriculum and teaching to the test.”
(Weigle and Jensen, 1997, p. 205).
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Positive Washback
For example, if we teach speakingskills, we should test speaking skills.
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Negative Washback
“Negative washback occurs when there is a mismatchbetween the stated goals of instruction and the focus of assessment.…”
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Negative Washback
“…which leads to the abandonment of instructional goals in favor of test preparation (i.e.,teaching to the test)….”
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Characteristics of Washback
Washback can be:Positive or negativeNarrow or broad Unintended or intended
Washback happens more with high-stakes tests than low-stakes tests.
It can have a short or a long period of influence (Watanabe, 1997).
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Characteristics of Washback
Washback can:Have an individual (micro-level) impact and a social (macro-level) impactInvolve both actions and perceptionsInfluence learners and influence programs (including teachers)
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Part 4: Components of Washback
ParticipantsProcessesProducts
(from Hughes, 1993, and then Bailey, 1996; see handout)
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Participants in Washback
StudentsTeachersAdministrators ParentsPublishersMaterials developers
(from Hughes, 1993, and Bailey, 1996)
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Processes of Washback
For students: Using the target language skillsStudyingLearningMemorizing WorryingCheating?
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Processes of Washback
For teachers:What we teachHow we teachIntensity of
teachingAdditional tutorials
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Processes of Washback
For programs:Changing curriculaScheduling test preparation classesUsing new materialsCanceling classes
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Products of Washback
Changed teaching …(hopefully)Leading to increased
interaction andstudying and better learning
New materialsNew course syllabi
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Part 5: Some Washback Research
Such research often involves
1. Gathering “baseline” data2. Implementing a new exam3. Gathering subsequent data 4. Comparing the baseline data and the
subsequent data to see if the new exam led to any changes
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Some Washback Research
Data collection often involves
Classroom observationsQuestionnairesInterviews
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Some Washback Research
Research in Hong Kong (Cheng, 2005): Teachers’ English use before and after an important new exam was introduced
= 1994 = 1995
Mainly ½ Ch.& English EnglishChinese ½ Engl. w/ Ch. only
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Some Washback Research
Such research sometimes involves
Comparing exam preparation classes andregular language classes
Students’ behavior and attitudesTeachers’ behavior and attitudes
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Washback Hypotheses
Alderson and Wall (1993) asked, “Does washback exist?”
They conducted research in Sri Lanka.They stated 15 different propositions in the washback hypothesis.We will look at some hypotheses that deal with teachers and washback.
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Washback and Teachers
What do you think?
A test will influence teaching.
A test will influence what teachers teach.
A test will influence how teachers teach.
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Research in Sri Lanka
1. A considerable number of teachers do not understand the philosophy or approach of the textbook.
Teachers have not received adequate training.
Teacher's Guides don’t give enough guidance.
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The Sri Lankan Impact Study…
2. Many teachers are unable, or feel unable, to implement the recommended methodology. They lack the skills.
They feel factors in their teaching situation prevent them from teaching as they should.
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The Sri Lankan Impact Study…
3. Many teachers are not aware of the nature of the exam.
They may never have received the official exam support documents.
They may not have attended training sessions.
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The Sri Lankan Impact Study….
4. All teachers seem willing to go along with the demands of the exam (if only they knew what they were).
5. Many teachers are unable, or feel unable, to prepare students for all that might appear on the exam.
(from Alderson and Wall, 1993)
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Exam Preparation Classes
Washback exists if
Teaching is different in exam-preparation and non-exam-preparation classes taught by the same teacher.
Teaching is similar in exam-preparation classes taught by different teachers(Watanabe, 2004, p. 28).
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Same Teachers -- Different Classes
Teacher A Same Teacher BExam-prepLessons
Different Different
Non-examLessons
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Research on TOEFL Prep Classes
Alderson and Hamp-Lyons (1996)compared the same two teachers
Teaching TOEFL Prep classes
Teaching other classes
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TOEFL and Non-TOEFL Classes
Test-taking is much more common in TOEFL classes.
Teachers talk more and students have less time to talk in TOEFL classes.
There is less turn-taking and turns are somewhat longer in TOEFL classes.
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TOEFL and Non-TOEFL Classes
Much less time is spent on pair work [in TOEFL classes].
The TOEFL is referred to much more in TOEFL classes.
Metalanguage is used much more in TOEFL classes.
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TOEFL and Non-TOEFL Classes
TOEFL classes are somewhat more routinized.
There is much more laughter in non-TOEFL classes.
(Alderson and Hamp-Lyons, 1996, pp. 288-289)
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IELTS and Washback
Comparing 2 IELTS Preparation Classes in New Zealand
School A, Teacher A: 30 years experience, 2 years IELTS prep, IELTS examiner.
School B, Teacher B: 7 years experience, 3 years IELTS, not an IELTS examiner.
(from Hayes and Read, 2004)
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IELTS and Washback
School A, 4 weeks, 22 hours.Course emphasized structure of IELTS and test-taking strategies.
School B, 4 weeks, 28 hours.Course emphasized test familiarization and language development.
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School A: Pre- and Post-test Data
Student Pre-test Post-test1 4 4.52 6 63 5.5 54 5.5 65 5 66 5 57 4.5 58 5.5 69 6.5 6.5
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School A: Pre- and Post-test Data
Student Pre-test Post-test1 4 4.52 6 63 5.5 54 5.5 65 5 66 5 57 4.5 58 5.5 69 6.5 6.5
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School B: Pre- and Post-test Data
Student Pre-test Post-test1 4.5 62 6.5 63 5 6.54 5 5.55 5.5 66 5 57 6 68 6 6
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School B: Pre- and Post-test Data
Student Pre-test Post-test1 4.5 62 6.5 63 5 6.54 5 5.55 5.5 66 5 57 6 68 6 6
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IELTS and Washback
About laughter – on average:
At School A students laughed once a day in the IELTS prep class.
At School B students laughed 11 times per day in the IELTS prep class.
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IELTS and Washback
Students laughed most often in group or pair activities, which were more common at School B.
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Some Washback Research
We have learned much more about washback in the past two decades:
Language Testing (1996), Volume 13Cheng, Watanabe and Curtis (2004), Washback in Language TestingCheng (2005), Changing Language Teaching through Language TestingDownloadable reference list on my website
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Some Washback Research
Positive washback
Narrow focus
Intended effects
High-stakes
Negative washback
Broad focus
Unintended effects
Low stakes
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Some Washback Research
Individual impact(micro-level)
Actions
Learner washback
Social impact(macro-level)
Perceptions
Program washback
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Part 6: Promoting Positive Washback
Two potentially competing goals:Immediate goal: Achieve a certain test scoreLong-term goal: Increase language proficiency
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Promoting Positive Washback
Classroom Practice: Actions that are the responsibility of individual teachersto their classes…Planning lessonsDelivering instructionManaging interactionAssigning homework
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Promoting Positive Washback
…and to individual students:
Tailoring lessonsGiving feedbackGiving particularencouragement
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Promoting Positive Washback
Test the abilities you want to encourageUse direct testing (e.g., writing vs. an error editing task)Make sure the test is known and understood by students and teachers
(from Hughes, 1989, pp. 47-44).
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Promoting Positive Washback
As teachers, we can make sure we understand What tests are measuringWhat test methods are usedHow tests are scoredHow to explain test scores to students, parents and administrators
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Promoting Positive Washback
Teachersand Teaching
Tests andTesting
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Promoting Positive Washback
Understanding testing in general andwashback in particular is important in
TeachingLearningAdvocating for our studentsEncouraging the development of appropriate tests (e.g., TSE and TWE)
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References
For a list of references on Washback in a downloadable Word file, please go to
www.kathleenmbailey.com
Click on “Resources” and then go to “References” on the left side. Scroll down to the reference list on Washback.
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Thank you for your time and your attention!