Washback effect (original) (raw)
Der Backwash-Effekt (engl. Nachwirkung, Rückstrom) beschreibt sich im Lauf der Zeit selbst verstärkende Auswirkungen von einem auf andere Bereiche.
| Property | Value |
|---|---|
| dbo:abstract | Der Backwash-Effekt (engl. Nachwirkung, Rückstrom) beschreibt sich im Lauf der Zeit selbst verstärkende Auswirkungen von einem auf andere Bereiche. (de) Washback effect refers to the impact of testing on curriculum design, teaching practices, and learning behaviors. The influences of testing can be found in the choices of learners and teachers: teachers may teach directly for specific test preparation, or learners might focus on specific aspects of language learning found in assessments. Washback effect in testing is typically seen as either negative, or positive (sometimes referred to as washforward). Washback may be considered harmful to more fluid approaches in language education where definitions of language ability may be limited; however, it may be considered beneficial when good teaching practices result. Washback can also be positive or negative in that it either maintains or hinders the accomplishment of educational goals. In positive washback, teaching the curriculum becomes the same as teaching to a specific test. Negative washback occurs in situations where there may be a mismatch between the stated goals of instruction and the focus of assessment; it may lead to the abandonment of instructional goals in favor of test preparation. The effect of a test on learning and teaching is a concept discussed as early as the 19th century. Research into washback can be traced back to the early 1980s, when the influence of tests on teaching and learning was first seen as a potential source of bias due to the accountability of test feedback loops. As the results of tests became more important to students (gatekeepers to future prospects), teachers (evaluation), schools (funding), and states (lawsuits), test preparation as a function of teaching became essential. Tests were made to be economical, using multiple-choice questions and focusing on psychometric validity, but perhaps not measuring more complex abilities. Schools and teachers were accountable for student test performance, and thus focused on the skills and outcomes that the tests measured. Given the dynamic interaction between testing and education, the term systematic validity was used to refer to the ways in which a test leads to changes in instruction intended to develop cognitive skills that are being measured by a test. Research has shown the variable extent to which washback influences different individuals in different ways, and the difficulty of targeting washback. Significant variability has been noted in the ways that teachers respond to test changes and classroom assessments. Effects may be superficial, indirect, and unpredictable due to individual differences in the way that learning is mediated by teachers, textbook writers, and publishers. (en) |
| dbo:wikiPageID | 56206502 (xsd:integer) |
| dbo:wikiPageLength | 5320 (xsd:nonNegativeInteger) |
| dbo:wikiPageRevisionID | 914025649 (xsd:integer) |
| dbo:wikiPageWikiLink | dbc:Language_tests dbr:Scotch_whisky dbr:Bias dbr:List_of_language_proficiency_tests dbr:Gatekeeper dbr:Multiple_choice dbc:Language_assessment dbr:Language_assessment dbr:Language_education dbr:Language_proficiency dbr:Feedback_loop dbr:Globalization dbc:Unsolved_problems_in_linguistics dbc:Applied_linguistics dbc:Educational_evaluation_methods dbc:Language_education dbc:Impact_assessment dbr:IELTS dbr:Teaching_to_the_test dbr:Psychometrics dbr:Internationalization_of_Higher_Education dbr:TOEIC dbr:TOEFL |
| dbp:wikiPageUsesTemplate | dbt:Distinguish dbt:Portal dbt:Reflist |
| dct:subject | dbc:Language_tests dbc:Language_assessment dbc:Unsolved_problems_in_linguistics dbc:Applied_linguistics dbc:Educational_evaluation_methods dbc:Language_education dbc:Impact_assessment |
| rdf:type | owl:Thing |
| rdfs:comment | Der Backwash-Effekt (engl. Nachwirkung, Rückstrom) beschreibt sich im Lauf der Zeit selbst verstärkende Auswirkungen von einem auf andere Bereiche. (de) Washback effect refers to the impact of testing on curriculum design, teaching practices, and learning behaviors. The influences of testing can be found in the choices of learners and teachers: teachers may teach directly for specific test preparation, or learners might focus on specific aspects of language learning found in assessments. Washback effect in testing is typically seen as either negative, or positive (sometimes referred to as washforward). Washback may be considered harmful to more fluid approaches in language education where definitions of language ability may be limited; however, it may be considered beneficial when good teaching practices result. Washback can also be positive or negative in that it either maintains or hinders the accomplishment of educational goals. In posi (en) |
| rdfs:label | Backwash-Effekt (de) Washback effect (en) |
| owl:sameAs | wikidata:Washback effect http://bn.dbpedia.org/resource/ওয়াশব্যাক_ইফেক্ট dbpedia-de:Washback effect https://global.dbpedia.org/id/4xhRg |
| prov:wasDerivedFrom | wikipedia-en:Washback_effect?oldid=914025649&ns=0 |
| foaf:isPrimaryTopicOf | wikipedia-en:Washback_effect |
| is dbo:wikiPageWikiLink of | dbr:Studies_in_Language_Testing dbr:Language_assessment dbr:College_English_Test dbr:Teaching_to_the_test |
| is foaf:primaryTopic of | wikipedia-en:Washback_effect |