Providing Test Performance Feedback That Bridges Assessment and Instruction: The Case of Two Standardized English Language Tests in Japan

Autor/inn/en	Sawaki, Yasuyo; Koizumi, Rie
Titel	Providing Test Performance Feedback That Bridges Assessment and Instruction: The Case of Two Standardized English Language Tests in Japan
Quelle	In: Language Assessment Quarterly, 14 (2017) 3, S.234-256 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2017.1348504
Schlagwörter	Foreign Countries; English (Second Language); Language Tests; Qualitative Research; Standardized Tests; Language Proficiency; Scores; Feedback (Response); Secondary School Students; Secondary School Teachers; Interviews; Student Attitudes; Teacher Attitudes; Test Results; Reports; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Qualitative Forschung; Standadised tests; Standardisierter Test; Language skill; Language skills; Sprachkompetenz; Sekundarschüler; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Abschlussbericht; Berichten
Abstract	This small-scale qualitative study considers feedback and results reported for two major large-scale English language tests administered in Japan: the Global Test of English Communication for Students (GTECfS) and the Eiken Test in Practical English Proficiency (Eiken). Specifically, it examines current score-reporting practices in student and teacher score reports and supplementary materials as well as students' and teachers' perceptions and uses of reported information. First, to summarize key features of performance feedback provided, two independent judges coded the information that was included as feedback in the score reports and supplementary materials as well as how the feedback was presented for both tests, based on Roberts and Gierl's (2010) test score report analysis framework. Second, 16 students and five teachers at three upper secondary schools (Grades 10-12) in Japan were interviewed to explore how they perceived the assessment results and used them in their learning and teaching. Key study results showed that the documents generally followed principles of good score-reporting practice suggested in previous studies, while student and teacher interviews identified various issues to be considered to improve the communication of test performance feedback to its intended audiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01