2.50
Hdl Handle:
http://hdl.handle.net/10547/337881
Title:
Washback in language assessment
Authors:
Green, Anthony
Abstract:
This paper reviews the progress made in washback studies over the quarter century since Hughes (1989) placed it at the centre of his textbook Testing for Language Teachers. Research into washback and the development of models of washback are described and an agenda is suggested for test developers wishing to build washback into their programmes. It is recommended that future projects should pay greater attention to test design features and to the outcomes of learning as well as continuing to explore learner motivation and cultural factors that might encourage participants to react to tests in certain ways, but not in others. Washback research itself is seen to be a potentially valuable tool in persuading participants to adopt new practices.
Affiliation:
University of Bedfordshire
Citation:
Green, A., (2013) 'Washback in language assessment', International Journal of English Studies 13 (2) pp39-51.
Publisher:
Ediciones de la Universidad de Murcia
Journal:
International Journal of English Studies
Issue Date:
2013
URI:
http://hdl.handle.net/10547/337881
DOI:
10.6018/ijes.13.2.185891
Additional Links:
http://revistas.um.es/ijes/article/view/185891; http://dialnet.unirioja.es/servlet/articulo?codigo=4509040
Type:
Article
Language:
en
ISSN:
1989-6131; 1578-7044
Appears in Collections:
CRELLA Centre for Research in English Language Learning and Assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorGreen, Anthonyen
dc.date.accessioned2015-01-07T13:43:56Z-
dc.date.available2015-01-07T13:43:56Z-
dc.date.issued2013-
dc.identifier.citationGreen, A., (2013) 'Washback in language assessment', International Journal of English Studies 13 (2) pp39-51.en
dc.identifier.issn1989-6131-
dc.identifier.issn1578-7044-
dc.identifier.doi10.6018/ijes.13.2.185891-
dc.identifier.urihttp://hdl.handle.net/10547/337881-
dc.description.abstractThis paper reviews the progress made in washback studies over the quarter century since Hughes (1989) placed it at the centre of his textbook Testing for Language Teachers. Research into washback and the development of models of washback are described and an agenda is suggested for test developers wishing to build washback into their programmes. It is recommended that future projects should pay greater attention to test design features and to the outcomes of learning as well as continuing to explore learner motivation and cultural factors that might encourage participants to react to tests in certain ways, but not in others. Washback research itself is seen to be a potentially valuable tool in persuading participants to adopt new practices.en
dc.language.isoenen
dc.publisherEdiciones de la Universidad de Murciaen
dc.relation.urlhttp://revistas.um.es/ijes/article/view/185891en
dc.relation.urlhttp://dialnet.unirioja.es/servlet/articulo?codigo=4509040en
dc.rightsArchived with thanks to International Journal of English Studiesen
dc.subjectlanguage testingen
dc.subjecttest impacten
dc.subjectwashbacken
dc.subjectconsequencesen
dc.subjectsecond languageen
dc.titleWashback in language assessmenten
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalInternational Journal of English Studiesen
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