The impact of a national examination in foreign language on teaching, learning and the work of schools

Melanie Ellis

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ISBN/ISSN:

978-83-8084-156-7

DOI:

Wydawnictwo:

Uniwersytet Pedagogiczny Kraków

Rok wydania:

2018

Liczba stron:

366

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Ellis, Melanie. The impact of a national examination in foreign language on teaching, learning and the work of schools. Red. . : Uniwersytet Pedagogiczny Kraków, 2018, 366 s. ISBN 978-83-8084-156-7

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Ellis, M.

T1 The impact of a national examination in foreign language on teaching, learning and the work of schools

PB Uniwersytet Pedagogiczny Kraków

YR 2018

SN 978-83-8084-156-7

Bibliografia BibTex:

@Book{ 194366, author = "Ellis, Melanie", editor = "", title = "The impact of a national examination in foreign language on teaching, learning and the work of schools", publisher = "Uniwersytet Pedagogiczny Kraków", year = "2018", address = "", isbn = "978-83-8084-156-7" }

Bibliografia endNote:

TY - BOOK

AU - Ellis, Melanie

ED -

TI - The impact of a national examination in foreign language on teaching, learning and the work of schools

PB - Uniwersytet Pedagogiczny Kraków

CY -

PY - 2018

SN - 978-83-8084-156-7

ER -

Netografia (standard APA):

Ellis, Melanie. The impact of a national examination in foreign language on teaching, learning and the work of schools [baza danych online] : Uniwersytet Pedagogiczny Kraków, 2018 [dostęp: 25 08 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/the-impact-of-a-national-examination-in-foreign-language-on-teaching-melanie-ellis-194366.

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ISBN/ISSN:

978-83-8084-156-7

DOI:

Wydawnictwo:

Uniwersytet Pedagogiczny Kraków

Rok wydania:

2018

Liczba stron:

366

XML:ISBN/ISSN:

ONIX MARC21

Spis treści niedostępny

tionabouttheirlearners:howtheirstudentsarecopingwiththecontents

ofthecoursetheyarefollowing,whatprogresstheyaremaking,whatthey

haveachievedoveraperiodoftime,andwhatstrengthsorweaknesses

theymayhave.Assessmentmayalsorefertotheteacher’sevaluationofthe

contentsofthecourse,itssyllabus,orthematerialsusedtoimplementit,

ortotheteacher’sself-evaluationoftheeffectivenessoftheirwork.Test-

ingisonewayinwhichassessmentisconducted.Testsmaybesmallin

scopeandinformal,aquickcheckdevisedbytheteachertofindout,for

example,iflearnershavememorisedasetofnewwords,canformnega-

tivestatementscorrectly,orcanmatchappropriateresponsestoaseriesof

questions.Thistermcanalsorefertotests,orexaminations(whichinthis

workwillbeusedinterchangeablywiththewordtest),preparedbyexternal

bodieswhichadministerthesametestonawidescale.

Examinationswhichhaveimportantsignificanceforthetesttakeror

forsocietyareknownashigh-stakestests.Madaus(1988:29)definesthese

asexaminationswhereHthetestresultsaredirectlyrelatedtoimportant

rewardsorsanctionsforstudents,teachersorinstitutions,”whilePopham

(1987,citedinSmith1991:9)referstohighstakestestsasthoseHwhose

resultsareusedtotriggeractionsordecisions…”withreferencetolearners,

teachers,principalsandschooldistricts.Highstakestestsareoftenfound

atthresholdpointsinaneducationalsystemwheretheirresultsmayact

asselectivefilters,decidingontheeducationalfutureoftheyoungpeople

takingthem.Moreinformationabouttheconsequencesofsuchuseoftest

resultscanbefoundinChapterTwo.

Externalexaminationsweunderstandasnationaltests,whichare

developed,administeredandmarkedbyabodyoutsideschool(suchas

anexaminationboard),soastoensurethateverychildreceivesthesame

test,conductedandmarkedinthesamecircumstances.Suchexaminations

arealsoknownasstandardisedtestswhichincludebothexaminations

producedbypublicbodiesatstateornationallevelandthoseproduced

bycommercialinternationaltestingagencies.Thesearetobecontrasted

withschool-basedexaminationswhichareusuallydevisedbyateacher,or

groupofteachers,administeredinaparticulargroup,classorschooland

markedbytheteacher.

Ithaslongbeenacceptedineducationalcirclesthathighstakestesting

hasaninfluenceontheworkingofschoolsystems(Pearson,1988:98).In

somecontextshighstakestestingprogrammeshavebeendesignedwith

thedeliberateintentionofimplementingchange.Ingeneraleducationthis

approachissometimesreferredtoasmeasure-driveninstruction(MDI)

(Popham,1987).Thebeliefisthatifatestishighstakes,iscriterion

referenced(ie.testsasetofcompetencesorskills),involvesdirecttesting

ofrealskillsandusefulknowledge,andincludesapackageofsupportfor

teachersinhowtogeartheirinstructiontotheskillstobetested,then

theexaminationwillbringaboutanimprovementbothinteachingandin

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The impact of a national examination in foreign language on teaching, learning and the work of schools

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