TITLE

How tests change teaching: A model for reference

AUTHOR(S)
CHIH-MIN SHIH
PUB. DATE
September 2009
SOURCE
English Teaching: Practice & Critique (University of Waikato);Sep2009, Vol. 8 Issue 2, p188
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The purpose of this study was to investigate the washback effects of the General English Proficiency Test (GEPT) on English teaching in two applied foreign language departments in Taiwan. One had prescribed its GEPT requirement to its day-division students whereas the other had not. Overall, the GEPT did not induce a high level of washback on teaching in either department. Only courses which were linked to the departmental GEPT policy and whose objectives were to prepare students for the test were significantly affected. Results suggest that micro-level contextual factors (for example, the objectives of the course) and teacher factors had a greater impact on teachers' instruction. Finally, on the basis of current understandings of washback, I propose a new, tentative model to portray the washback of tests on teaching.
ACCESSION #
46990581

 

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