Results 1 to 10 of about 19,813 (258)
Performance Funding: Exam Results, Stakes, and Washback in Danish Schools
SAGE Open, 2022 High-stakes testing is meant to create a positive washback effect on student learning. Performance funding can raise stakes. However, it is not often used, and its washback is uncertain.
Per Nikolaj Bukh +2 more
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Canadian Journal for New Scholars in Education, 2021 There is a lack of clarity in current language testing practices regarding test retrofitting and repurposing. While Newton (2017) advocates for the inclusion of multiple perspectives in new test design, many existing tests are used in cases that extend ...
Melissa McLeod
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Evaluating a high-stakes EFL speaking test: Teachers’ practices and views
Moderna Språk, 2019 In the present paper, teachers’ implementation practices and views of practicality regarding a paired speaking test, part of a high-stakes national test of English as a foreign language (EFL) in the Swedish upper secondary school, were investigated ...
Linda Borger
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Language Testing in Asia, 2022 High-stakes language tests are used around the world as a gatekeeping tool under the internationalization of higher education. However, the predictable aspect of the high-stakes language tests is seldom discussed, especially from students’ perspectives ...
Hui Ma, Sin Wang Chong
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Journal of Mathematics Education at Teachers College, 2016 Research is needed to understand the impact of high-stakes testing on teachers’ practices and consequently on their students, particularly at schools that serve large numbers of low-income students and students of color.
Richard Kitchen +2 more
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Washback of the performance-based test of reading for EFL learners
Edulite: Journal of English Education, Literature, and Culture, 2020 The effect of tests on the teaching and learning, generally known as washback, has been recognized by scholars for a long time. However, studies on washback are usually addressed for high-stakes testing. This study investigates the washback effect of low-
Wiyaka Wiyaka
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Frontiers in Psychology, 2021 In studies on second language writing, linguistic complexity exhibited by learners has long been regarded as being indicative of writing proficiency.
Leyi Qian, Yan Cheng, Yali Zhao
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The Washback Effect of IELTS Examination on EFL Teachers’ Perceived Sense of Professional Identity: Does IELTS Related Experience Make a Difference? [PDF]
Journal of Modern Research in English Language Studies, 2019 A teacher’s self-perception and identity are shaped by the test accountability context where they teach. Although research on washback effect and teacher-related factors is not an uncharted territory, investigating the nexus of high-stakes tests and ...
Masoomeh Estaji, Farhad Ghiasvand
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KEDI Journal of Educational Policy, 2021 This study examines the impact of the exit testing policy on students’ advanced-level course-taking in mathematics in the United States. Using three cohorts of a national dataset, we conducted a difference-in-difference model to reveal whether using high
Chungseo Kang, Hyunmyung Jo
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On the Statistical and Heuristic Difficulty Estimates of a High Stakes Test in Iran
International Journal of Assessment Tools in Education, 2019 The findings of previous research into thecompatibility of stakeholders’ perceptions with statistical estimations of itemdifficulty are not seemingly consistent. Furthermore, most research shows thatteachers’ estimation of item difficulty is not reliable
Alireza Ahmadi +2 more
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