Investigating the Washback Effect of National Examination on Classroom Practices  

Oleh:

Puspitasari, Maya

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 4, page 126-133.
Topik: washback; teacher; national exam; assessment; Assessment for Learning
Fulltext: hal 126.pdf (9.39MB)

Isi artikel

For final year students of secondary schools, every year the Indonesian government under the Ministry of Education holds an event called the national examination. This paper reviews relevant literature on assessment and washback effect and presents a proposal for a research study to explore the washback effect of the national examination on the teachers in Indonesia. Washback means the influence of testing on the teaching and learning process. In this paper, I focus on the teacher who is believed as the most influential person in guiding the students to pass the exam. The pressure of having students to be successful in the national examination leads to teachers being pressured from three different sources; the school principal, the parents and the students. Conducting a research to investigate the teachers’ experiences in teaching the third graders at secondary schools is likely to be required to study the main goal of teachers in teaching. Is their main goal focused on the students’ success on the exam? If their teaching is driven by the stakeholders’ demands rather than teachers’ own professional accountability, what has made this happen? Is it because their accountability is determined by the score the students gained in the exam? How might they create positive washback effect on their practices? The paper illustrates the correlation between the teaching practice and the stake of national examination on teachers and then it explains the possible methods to carry out the investigation. By undertaking the research study, identifying the national examination’s influence on teachers can lead to explore what the national examination score means for the teachers. Finally, the possibility of having a new assessment system based on the teachers’ plea might be explored further.

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