Examining the Potential Washback of a New Large -Scale English Proficiency Test: Aligning Tests, Teaching, and Learning
Lopez, Alexis
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https://hdl.handle.net/2142/79888
Description
Title
Examining the Potential Washback of a New Large -Scale English Proficiency Test: Aligning Tests, Teaching, and Learning
Author(s)
Lopez, Alexis
Issue Date
2005
Doctoral Committee Chair(s)
Willis, Arlette I.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Bilingual and Multicultural
Language
eng
Abstract
This study investigated the potential washback of the Integrated Task on classroom practices. The Integrated Task is a writing task on a new English language proficiency test developed to assess English language learners (ELLS) in grades K-12. This study was conducted in an elementary school in the Midwest. Participants in the study included an ESL teacher, twelve ELLS and thirteen ESL experts. Data were collected using multiple instruments including a content evaluation of the Integrated Task, classroom observations, interviews with the teacher and students, think-aloud protocols, and analysis of the students written products. Results of this study highlighted the relationship among the Integrated Task, ESL writing instruction, and students' writing processes and written products. The findings suggest that there are matches and mismatches between the task and classroom practices. This alignment could potentially inform test developers about changes that could be made to the task.
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