Kim, H;
Isaacs, T;
(2018)
Teachers’ Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests As Levers for Change.
In: Xerri, D and Vella Briffa, P, (eds.)
Teacher Involvement in High-Stakes Language Testing.
(pp. 263-282).
Springer: Berlin, Germany.
Preview |
Text
clean_revised manuscript for Springer book_Kim&Isaacs.pdf - Accepted Version Download (750kB) | Preview |
Abstract
Although a growing awareness of the social nature of assessment has led to an increased interest in washback in language testing, previous research has focused on the effects of existing exams or the introduction of new exams. However, if the introduction or existence of an exam has potential power to produce changes in teaching and learning, withdrawing that exam may also have an impact that deserves our attention. In an attempt to address this gap in washback literature, the present study examined the effects of the decision made by the South Korean Ministry of Education to discontinue the National English Ability Test (NEAT), which had been developed with the intention of promoting curricular change in schools by introducing productive skills assessment in High-Stakes national testing. This mixed-methods study reports on questionnaire data completed by 72 English teachers from middle schools and high schools in Seoul, and six follow-up interviews to examine how the Ministry’s decision affected the instructional practice and perceptions of teachers. Results showed that the abrupt withdrawal of NEAT from being implemented may have had unintended washback effects on the participants’ perceptions, if not on their teaching practices. These findings suggest that discontinuing an assessment reform involves more than reverting to the previous state, highlighting the need for greater teacher involvement in the design and implementation of High-Stakes assessment policies in order to enhance the potential success of utilizing tests as levers for change.
| Type: | Book chapter |
|---|---|
| Title: | Teachers’ Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests As Levers for Change |
| ISBN: | 3319771752 |
| ISBN-13: | 9783319771755 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-319-77177-9_15 |
| Publisher version: | https://doi.org/10.1007/978-3-319-77177-9_15 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1525620 |
Loading...
Loading...Loading...| 1. |  United Kingdom | 1 |
| 2. |  New Zealand | 1 |
Archive Staff Only
 |
View Item |
