Washback Research in Language Assessment

Washback is understood as the effect tests have on teaching and learning, with positive washback producing intended outcomes and negative washback generating unintended effects.

Autorentext

David Allen is an Associate Professor at Ochanomizu University in Tokyo, Japan, where he teaches English, teaching, and applied linguistics-related courses at both undergraduate and graduate levels.

Inhalt

List of Figures

List of Contributors

Foreword

Yoshinori Watanabe

Part 1: Washback Fundamentals

1. Introduction

David Allen

2. Washback, impact and consequences

Nick Saville, Brigita Séguis

3. Theories and models of washback

Anthony Green

4. Washback in test validation

Barry O'Sullivan

5. Washback research designs

David Allen

6. Data collection and analysis in washback research

Takanori Sato

Part 2: Washback Contexts

7. Washback and proficiency tests

Johanna Motteram, David Allen

8. Washback of formative/alternative assessment

Rie Koizumi, Yusuke Kubo, Yo In'nami, David Allen

9. Washback of standards-based assessment with school-age language learners

Alison L. Bailey

10. Washback of multilingual assessment

Dina Tsagari, Karin Vogt, Lucilla Lopriore

11. Washback in primary/secondary K-12 contexts: Lessons learned from research in Asia

Yuko Goto Butler

12. Washback in Asian higher education: Current status and future directions

Qin Xie

13. Washback on language learning in shadow education

Yaqing Shi, Kevin Wai Ho Yung

14. Washback in language for professional purposes testing: A case of pilot-air traffic controller radiotelephony communication

Hyejeong Kim, Eric Friginal

15. Technological developments in language assessment: Implications for washback

Brigita Séguis, Tony Clark

16. Conclusion: Revisiting some fundamental issues in washback research

David Allen

Index