The impact of high-stakes testing on teaching and learning: can this be predicted or controlled?  

Oleh:

Wall, Dianne

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 28 no. 4 (Dec. 2000), page 499-509.
Topik: High-stakes tests; Teaching; Learning; Impact
Fulltext: Wall_Dianne.pdf (182.52KB)

Isi artikel

One of the issues which attracted the attention of language testers in the 1990s was the impact of high-stakes tests on the classroom: what kind of in¯uence did such tests have on teaching and learning and what could educators do to ensure that this was bene®cial rather than harmful? Some progress was made in de®ning notions such as `impact' and `washback', and a number of studies appeared which analysed the relationship between tests and teach- ers' and learners' attitudes and behaviour. There was a growing awareness of the importance of factors other than test design in determining whether tests would have the impact that was desired. These factors also appear in the literature of educational innovation, and it is to this ®eld that some testers turned for guidance on whether test impact could be predicted or con- trolled. This paper summarises what language testers have learned about test impact in the last decade and discusses what one model of educational innovation has revealed about how tests interact with other factors in the testing situation. It concludes with a set of recommen- dations about the steps future test developers might take in order to assess the amount of risk involved in attempting to create change through testing. # 2000 Elsevier Science Ltd. All rights reserved.

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