On developing multiple-choice and the washback-Taking cloze as an example

There are several types of cloze. The MC cloze is widely used in national examinations. MC cloze is similar to multiple choice, but not exactly the same. To develop an MC cloze, a suitable passage should be chosen first, then some of the words should be deleted, and finally the distractors for each item are set. To test whether the cloze is validable and reliable, the students are asked to take a pretest. The results are analyzed by GITEST. The data demonstrates that the difficulty level and the discrimination are not good enough. Some of the distractors are too tricky while some others are too weakly distractive.

The Washback Effect of Automated Essay Scoring on Undergraduates

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.

An Analysis of Listening Tests of CET Band 4—A Case Study on Tests and Its Washback Effect on ELT in Beijing Wuzi University

With the pedagogical reformation of College English,the syllabus of College English Test Band 4 has been revised with the purpose of putting emphasis on listening tests so that it can have the positive washback effect on ELT.While language testing is a crucial means to measure the effectiveness of foreign language teaching and learning,this paper will analyze the old and new format of CET Band 4 to see if the new one will promote the development of listening ability and whether it produces the positive washback effect on ELT.

A Study on Washback Effect of CET-6 Translation Test Towards College English Teaching and Learning

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.

Washback of the Writing Part in NMET

1. IntroductionThe National Matriculation English Test (NMET) in China is knownas a high- stakes examination as it is the criterion for admission intohigher education. This influential examination has two main functions:

The Washback Effect of a High-stakes Oral Test

In 2004,Guangzhou Education Bureau introduced an English oral test into its existing Guangzhou Senior Secondary School Entrance Examination(hereafter,SSSEE)with the intention of shifting from grammar-based English teaching at junior secondary school to a communication-based teaching approach.This paper presents preliminary research findings related to the washback effects of the oral test on teaching.The data were collected via focus groups and questionnaires.The nature of the washback effects of the SSSEE English oral test is discussed from six dimensions.The study shows that washback is a complex phenomenon and it can be conceptualised via a multidimensional model.

Evaluation on washback effects of College English Test Band 4

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.

Washback of Task-based Communicative Language Test(Ⅱ)

The essay aims at revealing the washback effect of task-based communicative language test(TBCLT) in a vocational college, with the further purpose to work out some ways to promote positive washback effect and reform the current tests hence to improve vocational learning.

Washback of Task-based Communicative Language Test in a Vocational College(I)

The present study aims at revealing the washback effect of task-based communicative language test(TBCLT) in a vo cational college, with the further purpose to work out some ways to promote positive washback effect and reform the current tests hence to improve vocational teaching.

An Empirical Study of the Washback of CET-4 Writing

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.

College English Test in China and It's Washback

CET is an essential and high-stakes test for all Chinese college students. But dialectically, such a high stakes test also brings some negative washback in students learning and teachers' teaching. So it is necessary for both students and teachers to treat CET in a dialectic way. Teachers could help students to release and students also need to do some self motivation.

The Washback Effect of CET4 Reform and the Corresponding Strategies

This study aims to explore the washback effect of CET4 reform on English teaching and learning.The result of research shows that CET4 reform has a positive effect on teachers’teaching and students’learning,but it also causes some bad effects.Based on the study,some suggestions were put forward on how to promote positive washback of CET4.

A Study of Washback Effect on Nautical English for Second Mate and Third Mate

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.

An Investigation into Longitudinal CET Washback from Teachers’ Perspective

Washback refers to the influence of testing on teaching and learning. The College English Test （CET） is an educational, standardized, criterion-related norm-referenced test. Since 2005, CET has undergone tremendous innovations and the test innovation has been implemented nationwide since 2007. The present study attempts to investigate the longitudinal CET washback from teachers’ perspective, aiming to address： Does CET washback change over time？ Questionnaire surveys were employed as the main research instrument in the present study, complemented by classroom observations and interviews. The research findings show that CET exerts more positive washback than negative one on CE teaching.

Study on the Washback Effects of TEM 4 Writing on English Learning

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.

The Washback of PRETCO-A Writing Test on Teaching in a Higher Vocational College

The study is a qualitative research by adopting classroom observations and interviews to investigate three teachers in aHigher Vocational College at Hainan. It aims to explore the washback effect of the writing part of PRETCO-A, to discover its posi-tive or negative washback effect and to propose some realistic suggestions of fostering positive washback effect on writing instruc-tion.

A Review on Language Testing Washback

On the basis of the definition and theories of language testing washback,this paper briefly introduces the empirical studies on the washback of language testing at home and abroad,and then proposes the advice and suggestions on research trend of language testing washback.

Correlation and Regression Analyses on the Washback effects of Achievement Oral Test on College English Learning

The purpose of this study was to investigate how washback effect of a reformed test influenced students'perspectives in their spoken English learning. This study was expected to enrich the existing literature in testing washback in English as a foreign language context.Findings indicate that the adding of oral part in achievement test does have a positive washback effect on students'learning. However, such a washback effect on students'learning is quite superficial and limited.

Washback and its Aspects, Theories and Mechanisms: A Literature Review

Test washback has attracted a good deal of attention from researchers from many countries in the world and considerable results have been found. By studying former researches, this paper reviews the definition of washback, relevant concept, theories, and the mechanism of washback systematically. It is hoped that this paper can enrich and deepen the development of language testing theories.

A Review of Washback in Language Testing

This article introduces the notion of the"Washback"effect of testing with well-known examples in the academic field,the classification of Washback and the factors that influence the Washback.The aim of the article is 1)to expatiate the variousdefinitions of Washback,find a general definition of the term"Washback",2)to logically classify the the effects of Washback according to the result of researchers,3)investigate the factors that influence the Washback.