The paper is an evaluative research on the possible washback effects of College English Test. By comparing and analyzing the differences between the old and new tests, it points out three major changes and their possi...The paper is an evaluative research on the possible washback effects of College English Test. By comparing and analyzing the differences between the old and new tests, it points out three major changes and their possible washback effects on the process of English language teaching and learning： abandon the part of Grammar ＆ Vocabulary, increase the proportion of listening test and change the test reporting form.展开更多
Taken Alderson and Wall＇ s 15 Washback Hypotheses as the theoretical framework, this study aims to explore the washback effects of TEM4 Writing on English learning, to identify its negative and positive effects and t...Taken Alderson and Wall＇ s 15 Washback Hypotheses as the theoretical framework, this study aims to explore the washback effects of TEM4 Writing on English learning, to identify its negative and positive effects and to propose possible countmeasures about how to foster positive effects in English languge teaching and learning.展开更多
The impacts of testing on teaching and learning are called backwash effect which can be divided into positive effect and negative one.Nautical English test aims to assess students' English competence by means of t...The impacts of testing on teaching and learning are called backwash effect which can be divided into positive effect and negative one.Nautical English test aims to assess students' English competence by means of the Examination of Seafarers for Competency Certificate.This is an important nationwide testing and is bound to exert effects on nautical English teaching and learning.This study investigates nautical English teachers and examinees through questionnaire and interview to have a general understanding of how they evaluate it,as well as what effects the testing have on teaching and learning.展开更多
This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability o...This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability of undergraduates.There are some significant differences in scores of composition between the experimental group and the control group.It is found that the holistic scores of the experimental group are higher than those of the control group.Some striking differences are found in syntactic fluency and complexity.It is found that the experimental group is more complex in syntactic fluency and complexity than the control group.The research indicates that,under the proper guidance of teachers,the AES can effectively improve the writing scores of undergraduates.展开更多
CET-6 is a nationwide and standardized test to evaluate college students' English levels. Now more than 10 million college students take part in the exam every year. On August 14, 2013, the CET-4 and CET-6 examina...CET-6 is a nationwide and standardized test to evaluate college students' English levels. Now more than 10 million college students take part in the exam every year. On August 14, 2013, the CET-4 and CET-6 examination committee reformed the structure of the CET-6 papers. After that the sentence translation was changed into paragraph translation,the scores of translation section also increased to 15 points which is more difficult and more important than before. There is no doubt that CET-6will exert a great impact on the teaching and learning of College English in China. This thesis focuses on the washback effect of CET-6 translation test towards college English teaching and learning.First of all, this paper introduces the CET-6 translation test requirements, and the score requirements of translation part. The author also illustrates some significant language testing research of both domestic and foreign scholars, and explains the concept of reliability and validity. Secondly, through the survey method of interviews and questionnaire the author study the characteristics of teaching in college classroom, the effect of translation teaching, and how do students to study translation. The author makes a further research on the interaction between the translation test and the teaching and learning based on the relevant theories. At last, the author finds that the negative washback effect of the CET-6 translation test is greater than the positive one. The author reflects on the current translation teaching and learning in China, and hopes to minimize the negative effects of CET-6 translation test.展开更多
This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to prom...This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to promote the positive effects and diminish the negative ones. The study collected data from 181 college English learners, nine college English teachers and two CET-4 raters through interview, observation and documentary analysis. Findings indicate that CET-4 writing subtest produces more negative impacts than positive ones. Moreover, the findings also indicate that the washback of CET-4 writing is weakened by other sections of the test.展开更多
The intent of this paper is to evaluate College English Test(CET)’s reliability,validity and washback effect in the con⁃text of language assessment by applying Brown’s framework of test usefulness.The result of lite...The intent of this paper is to evaluate College English Test(CET)’s reliability,validity and washback effect in the con⁃text of language assessment by applying Brown’s framework of test usefulness.The result of literature review and discussion shows that CET’s student-related reliability and rater reliability for writing section are unfavorable while its test administration reliability and rater reliability for CETSET has been increasing;CET’s content and construct validity are getting improved but its criterionrelated validity has been violated due to students’inappropriate learning attitude;CET’s negative washback has been caused due to the overemphasis on passing rate,but previous surveys shows positive washback in teaching and learning as students’reading and oral communication abilities have been improved.In the end,three suggestions for CET’s development are summed up:empha⁃sis less on test result;inform students with the significance of CET’s reform;the relationship among testing,teaching and learning should be built into a mutual promotion format.展开更多
More often than not, criterion-referenced tests (CRTs) are defined in conjunction with norm-referenced tests (NRTs), and are viewed as a scoring-referencing framework. As more attention has been directed to the impact...More often than not, criterion-referenced tests (CRTs) are defined in conjunction with norm-referenced tests (NRTs), and are viewed as a scoring-referencing framework. As more attention has been directed to the impact that tests may exert on language teaching and learning, namely washback effect, a further look into the roles and functions of CRTs in language assessment is worth our efforts. The roles and functions of CRTs should not be restricted to scoring referencing; instead, they should be examined in a broad sense. CRTs are closely associated with the implementation of language curriculums and, for that matter, with washback effects. The following diagram shows the relationship between them. In view of the role of CRTs in promoting positive washback effects, attempts should be made to establish links between objectives and tests, between texts and tests, and between methods and tests. This paper argues that as school/university-based language tests are most likely to be CRTs, language teachers should be given opportunities to participate in the process of CR test construction. To this end, a teacher-centred approach to test development is proposed in this paper. A complete test development process generally consists of the following phases: identifying test purpose/selecting test domain, writing test specifications, constructing items/tasks, administering pilot tests, and completing final operational versions. The proposed approach to test development in this paper places the teacher at the very center of the process, which consists of collaboration, reflection, and negotiation. The paper concludes that the roles and functions of CRTs cannot be overemphasized, and teachers should involve themselves in developing CRTs so as to realize desirable washback effects on language teaching and learning.展开更多
文摘The paper is an evaluative research on the possible washback effects of College English Test. By comparing and analyzing the differences between the old and new tests, it points out three major changes and their possible washback effects on the process of English language teaching and learning： abandon the part of Grammar ＆ Vocabulary, increase the proportion of listening test and change the test reporting form.
文摘Taken Alderson and Wall＇ s 15 Washback Hypotheses as the theoretical framework, this study aims to explore the washback effects of TEM4 Writing on English learning, to identify its negative and positive effects and to propose possible countmeasures about how to foster positive effects in English languge teaching and learning.
文摘The impacts of testing on teaching and learning are called backwash effect which can be divided into positive effect and negative one.Nautical English test aims to assess students' English competence by means of the Examination of Seafarers for Competency Certificate.This is an important nationwide testing and is bound to exert effects on nautical English teaching and learning.This study investigates nautical English teachers and examinees through questionnaire and interview to have a general understanding of how they evaluate it,as well as what effects the testing have on teaching and learning.
文摘This study explores the washback effect that automated essay scoring has on undergraduates of China.The main purpose of this study is to explore the effect that the automated essay scoring has on the writing ability of undergraduates.There are some significant differences in scores of composition between the experimental group and the control group.It is found that the holistic scores of the experimental group are higher than those of the control group.Some striking differences are found in syntactic fluency and complexity.It is found that the experimental group is more complex in syntactic fluency and complexity than the control group.The research indicates that,under the proper guidance of teachers,the AES can effectively improve the writing scores of undergraduates.
文摘CET-6 is a nationwide and standardized test to evaluate college students' English levels. Now more than 10 million college students take part in the exam every year. On August 14, 2013, the CET-4 and CET-6 examination committee reformed the structure of the CET-6 papers. After that the sentence translation was changed into paragraph translation,the scores of translation section also increased to 15 points which is more difficult and more important than before. There is no doubt that CET-6will exert a great impact on the teaching and learning of College English in China. This thesis focuses on the washback effect of CET-6 translation test towards college English teaching and learning.First of all, this paper introduces the CET-6 translation test requirements, and the score requirements of translation part. The author also illustrates some significant language testing research of both domestic and foreign scholars, and explains the concept of reliability and validity. Secondly, through the survey method of interviews and questionnaire the author study the characteristics of teaching in college classroom, the effect of translation teaching, and how do students to study translation. The author makes a further research on the interaction between the translation test and the teaching and learning based on the relevant theories. At last, the author finds that the negative washback effect of the CET-6 translation test is greater than the positive one. The author reflects on the current translation teaching and learning in China, and hopes to minimize the negative effects of CET-6 translation test.
文摘This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to promote the positive effects and diminish the negative ones. The study collected data from 181 college English learners, nine college English teachers and two CET-4 raters through interview, observation and documentary analysis. Findings indicate that CET-4 writing subtest produces more negative impacts than positive ones. Moreover, the findings also indicate that the washback of CET-4 writing is weakened by other sections of the test.
文摘The intent of this paper is to evaluate College English Test(CET)’s reliability,validity and washback effect in the con⁃text of language assessment by applying Brown’s framework of test usefulness.The result of literature review and discussion shows that CET’s student-related reliability and rater reliability for writing section are unfavorable while its test administration reliability and rater reliability for CETSET has been increasing;CET’s content and construct validity are getting improved but its criterionrelated validity has been violated due to students’inappropriate learning attitude;CET’s negative washback has been caused due to the overemphasis on passing rate,but previous surveys shows positive washback in teaching and learning as students’reading and oral communication abilities have been improved.In the end,three suggestions for CET’s development are summed up:empha⁃sis less on test result;inform students with the significance of CET’s reform;the relationship among testing,teaching and learning should be built into a mutual promotion format.
文摘More often than not, criterion-referenced tests (CRTs) are defined in conjunction with norm-referenced tests (NRTs), and are viewed as a scoring-referencing framework. As more attention has been directed to the impact that tests may exert on language teaching and learning, namely washback effect, a further look into the roles and functions of CRTs in language assessment is worth our efforts. The roles and functions of CRTs should not be restricted to scoring referencing; instead, they should be examined in a broad sense. CRTs are closely associated with the implementation of language curriculums and, for that matter, with washback effects. The following diagram shows the relationship between them. In view of the role of CRTs in promoting positive washback effects, attempts should be made to establish links between objectives and tests, between texts and tests, and between methods and tests. This paper argues that as school/university-based language tests are most likely to be CRTs, language teachers should be given opportunities to participate in the process of CR test construction. To this end, a teacher-centred approach to test development is proposed in this paper. A complete test development process generally consists of the following phases: identifying test purpose/selecting test domain, writing test specifications, constructing items/tasks, administering pilot tests, and completing final operational versions. The proposed approach to test development in this paper places the teacher at the very center of the process, which consists of collaboration, reflection, and negotiation. The paper concludes that the roles and functions of CRTs cannot be overemphasized, and teachers should involve themselves in developing CRTs so as to realize desirable washback effects on language teaching and learning.
