This study explored the issue of evaluation in general and language testing in particular in the Algerian educational system. In precise terms, the present research investigated how a particular type of language tests, achievement tests, should be designed and developed in order to make them fit their intended purposes. This aimed to provide EFL teachers at the secondary school level in Biskra region with theoretical and practical understanding, with the expectations to make these developed tests become part of the learning experience and not a mere operation of grading for the sake of passing or failing. The rationale for this study is twofold. Firstly, given that there is a multitude of washback studies of language tests on teaching and learning, no empirically study of this sort was available for this particular context. Secondly, this study stems from the students’ low scores that do not actually reflect their performance by virtue of the non-pertinence between what these students learn and what they are tested in. Ultimately, the fundamental objective of the present exploration is to yield practical insights to overcome the array of anomalies present in the current testing system. In order to achieve this objective, an Alternative Testing Model was proposed. This model was first tried-out and then put into practice on a selected sample of EFL classes in Biskra region. In the investigation of the washback effects of the new testing system on participants’ perceptions of, and attitudes towards, teaching and learning, a mixed-methods approach was employed, using four data collection methods to gather insightful feedback. From the analysis of these data, the findings show that the new testing policy had positive washback effects on teachers and students in this study. It succeeded to change to some extent and with different degrees these participants’ attitudes and behaviours in teaching, learning, and assessment practices.
| Published in |
International Journal of Language and Linguistics (Volume 5, Issue 3-1)
This article belongs to the Special Issue New Trends in Arabic Sociolinguistics |
| DOI | 10.11648/j.ijll.s.2017050301.16 |
| Page(s) | 44-50 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2017. Published by Science Publishing Group |
Achievement Test, Algerian Secondary Schools, ATM, Test Design, Test Development, Washback Effect
| [1] | Alderson, J. C., & Wall. D. (1993). Does Washback Exist? Applied linguistics, 14, 15-29. |
| [2] | Bachman, L. F., & Palmer. A. S. (2000). Modern Language Testing at the Turn of the Century. Accusing What Counts. In J. C. Alderson, & B. editors, Language Testing 17 (1). |
| [3] | Bailey, K. M. (1989). Washback in Language Testing. Princeton, New Jersey: Education Testing Service. |
| [4] | Cheng, L. (2005). Changing Language Teaching through Language Testing: A Washback Study. Cambridge: Cambridge University Press. |
| [5] | Davies, A. (1985) Follow Any Leader: Is that What Language Tests Do? In Y. P Lee, A. C. Y. Y. Forlord & G. Low (eds.) New Directions in Language Testing, 3 (12). Oxford: Pergamon Press. |
| [6] | Hughes, A. (1993). Backwash and TOEFL 2000. Unpublished Manuscript, University of Reading. |
| [7] | Pearson, I. (1988). Tests as Levers to Change. In D. Chamberlain, & R. J. Baumgardner (eds.) ESP in the classroom: Practice and Evaluation (98-107). UK: Modern English Publications. |
| [8] | Shohamy, E., Donitsa- Schmidt, & Ferman. I. (1996). Test Impact Revised: Washback Effects of External Testing 13, 298, 317. |
| [9] | Smith, M. C. (1991). Put the Test: The Effects of External Testing on Teachers. Educational Researcher, 20 (5), 8-11. |
| [10] | Vernon, P. F. (1956). The Measurement of Abilities. London: University of London Press. |
APA Style
Hoadjli Ahmed Chaouki. (2017). Implementing a New Testing System in the Algerian Secondary Schools: A Washback Study. International Journal of Language and Linguistics, 5(3-1), 44-50. https://doi.org/10.11648/j.ijll.s.2017050301.16
ACS Style
Hoadjli Ahmed Chaouki. Implementing a New Testing System in the Algerian Secondary Schools: A Washback Study. Int. J. Lang. Linguist. 2017, 5(3-1), 44-50. doi: 10.11648/j.ijll.s.2017050301.16
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Download@article{10.11648/j.ijll.s.2017050301.16,
author = {Hoadjli Ahmed Chaouki},
title = {Implementing a New Testing System in the Algerian Secondary Schools: A Washback Study},
journal = {International Journal of Language and Linguistics},
volume = {5},
number = {3-1},
pages = {44-50},
doi = {10.11648/j.ijll.s.2017050301.16},
url = {https://doi.org/10.11648/j.ijll.s.2017050301.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2017050301.16},
abstract = {This study explored the issue of evaluation in general and language testing in particular in the Algerian educational system. In precise terms, the present research investigated how a particular type of language tests, achievement tests, should be designed and developed in order to make them fit their intended purposes. This aimed to provide EFL teachers at the secondary school level in Biskra region with theoretical and practical understanding, with the expectations to make these developed tests become part of the learning experience and not a mere operation of grading for the sake of passing or failing. The rationale for this study is twofold. Firstly, given that there is a multitude of washback studies of language tests on teaching and learning, no empirically study of this sort was available for this particular context. Secondly, this study stems from the students’ low scores that do not actually reflect their performance by virtue of the non-pertinence between what these students learn and what they are tested in. Ultimately, the fundamental objective of the present exploration is to yield practical insights to overcome the array of anomalies present in the current testing system. In order to achieve this objective, an Alternative Testing Model was proposed. This model was first tried-out and then put into practice on a selected sample of EFL classes in Biskra region. In the investigation of the washback effects of the new testing system on participants’ perceptions of, and attitudes towards, teaching and learning, a mixed-methods approach was employed, using four data collection methods to gather insightful feedback. From the analysis of these data, the findings show that the new testing policy had positive washback effects on teachers and students in this study. It succeeded to change to some extent and with different degrees these participants’ attitudes and behaviours in teaching, learning, and assessment practices.},
year = {2017}
}
TY - JOUR T1 - Implementing a New Testing System in the Algerian Secondary Schools: A Washback Study AU - Hoadjli Ahmed Chaouki Y1 - 2017/08/02 PY - 2017 N1 - https://doi.org/10.11648/j.ijll.s.2017050301.16 DO - 10.11648/j.ijll.s.2017050301.16 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 44 EP - 50 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.s.2017050301.16 AB - This study explored the issue of evaluation in general and language testing in particular in the Algerian educational system. In precise terms, the present research investigated how a particular type of language tests, achievement tests, should be designed and developed in order to make them fit their intended purposes. This aimed to provide EFL teachers at the secondary school level in Biskra region with theoretical and practical understanding, with the expectations to make these developed tests become part of the learning experience and not a mere operation of grading for the sake of passing or failing. The rationale for this study is twofold. Firstly, given that there is a multitude of washback studies of language tests on teaching and learning, no empirically study of this sort was available for this particular context. Secondly, this study stems from the students’ low scores that do not actually reflect their performance by virtue of the non-pertinence between what these students learn and what they are tested in. Ultimately, the fundamental objective of the present exploration is to yield practical insights to overcome the array of anomalies present in the current testing system. In order to achieve this objective, an Alternative Testing Model was proposed. This model was first tried-out and then put into practice on a selected sample of EFL classes in Biskra region. In the investigation of the washback effects of the new testing system on participants’ perceptions of, and attitudes towards, teaching and learning, a mixed-methods approach was employed, using four data collection methods to gather insightful feedback. From the analysis of these data, the findings show that the new testing policy had positive washback effects on teachers and students in this study. It succeeded to change to some extent and with different degrees these participants’ attitudes and behaviours in teaching, learning, and assessment practices. VL - 5 IS - 3-1 ER -
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