Washback of ACTFL's Integrated Performance Assessment in an Intensive Summer Language Program at the Tertiary Level

Autor/in	Martel, Jason
Titel	Washback of ACTFL's Integrated Performance Assessment in an Intensive Summer Language Program at the Tertiary Level
Quelle	In: Language Education & Assessment, 2 (2019) 2, S.57-69 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Martel, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-3591
Schlagwörter	Testing Problems; Language Tests; Second Language Learning; Second Language Instruction; Language Teachers; Semitic Languages; Chinese; Spanish; Higher Education; Intensive Language Courses; Summer Programs; Teacher Attitudes; Teaching Methods; Educational Change; California + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Arabisch; Hebräisch; China; Chinesen; Spanisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intensivkurs; Sprachkurs; Sommerkurs; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Kalifornien
Abstract	Washback, that is, the effect of tests on teaching and learning, has captured the interest of scholars in applied linguistics for almost 30 years. However, most research has been conducted on large-scale tests, rather than classroom-based language assessments like ACTFL's Integrated Performance Assessment (IPA). The present study explored washback of the IPA on teachers of Arabic, Chinese, and Spanish in a higher education intensive summer language program. Through a series of interviews, participants explained ways in which the IPA influenced not only their practices, but also their thinking about language teaching. Directions for future research and considerations for changes to IPA implementation are shared based on these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01