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: 22 07 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

Thesechangesnecessitatedrevisionofthecorecurriculum,whichforfor-

eignlanguagesmeantamovemorecloselytowardstheCommonEuropean

FrameworkofReferenceforLanguagesbothindescriptionofcontentand

levels.Curricularstandardsbecameoperationalizedintermsofwhatthe

learnercando.Changesinthecurriculumforcedchangesinthenational

examinations,whichmeanttherewasanopportunitytoaddressthepolar-

izedlearnerpopulation.In2012arevisedforeignlanguageexamination

waslaunched,withtwolevels,basicandextended.Forthosecontinuing

thesameforeignlanguagefromprimaryschooltheextendedlevelwasob-

ligatory,inadditiontothebasicexam.Thethirdphaseoftheresearch,the

ImpactStudy,tookplaceatthetimeoftheintroductionoftherevisedexam.

Messick(1996)challengesresearcherstoprovideevidencethatany

changesfoundintheteachingorintheeducationsystemresultfromthe

examination.Theresearchquestionthenmovedbeyondwhetherwashback

wastakingplace,totryingtodiscoverwhatwascausingtheexamto

haveeffectsonsometeachersandsomelearnersbutnotonothers(Wall

&Alderson,1993)andinsomeschoolsmorethaninothers.Usingparts

ofinterviewswithteachers,schoolprincipalsandlearnersdrawnfrom

anotherlargescalestudy,togetherwithquestionnaireextracts,themain

partofthisprojectlookstofillgapsinwhatisknownaboutwashbackto

date.Movingbeyondtheclassroom,itlooksalsoattheschoolinitscontext

andfactorsrelatingtotheschoolanditsexaminationresults.Effectsatthis

levelarereferredtoasimpact,seenastheeffectsoftheexaminationfelt

beyondtheimmediateclassroomsituation.Itismoreappropriatetosee

theschoolasacomplexdynamicsystem,astherearemanyfactorswhich

allinteractwitheachother,acrossallareasoftheschoolandoutintothe

districtsurroundingit.Theaimofthisworkhasbeentotrytounravel

thiscomplexmix,tosearchforpatternsandattempttofindfactorswhich

contributetothecomingaboutofwashbackandimpactfromthenational

examinationinEnglish.Manyfactorswereidentified,someofwhichare

beingdescribedforthefirsttime.

Thefirstpartofthebookprovidesatheoreticalandcontextualback-

groundfortheresearchproject.ChapterOnegivesanintroductiontothe

conceptsofwashbackandimpact,presentsanddiscussesmodelsand

examines,throughareviewoftheliteratureinbothmainstreameducation

andforeignlanguageassessment,howunderstandingoftheconceptshas

developedandchangedasthefieldhasgrown.

InChapterTwothefocusmovestodiscoverhowtestsareusedinsociety

bystudyinghowtestscoresareused.Theopeningsectiongivesanover-

viewoftheconceptofvalidityandshowshowtheimpactandconsequences

ofatestareseenasanimportantpartofthis.Examinationsareusedfor

manypurposesinsociety,asameansofcontrol,forselection,butalsoto

bettersocialequity.Towhatextentthetestorthetestprovidercanbeheld

responsiblefortheconsequencesresultingfromuseoftestscoresforms

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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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