Reactions of Teachers and Students towards the Implementation of Performance-Based Language Assessment: A Washback Study in Hokkaido, Japan

Autor/inn/en	Chinda, Bordin; Cotter, Matthew; Ebrey, Matthew; Hinkelman, Don; Lambert, Peter; Miller, Annie
Titel	Reactions of Teachers and Students towards the Implementation of Performance-Based Language Assessment: A Washback Study in Hokkaido, Japan
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 15 (2022) 1, S.524-547 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Language Tests; Testing Problems; Second Language Learning; Second Language Instruction; Test Anxiety; Performance Based Assessment; Foreign Countries; Language Teachers; Student Attitudes; Communication Skills; Scoring Rubrics; Feedback (Response); Retention (Psychology); English (Second Language); Japan + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Zweitsprachenerwerb; Fremdsprachenunterricht; Examination phobia; Testangst; Prüfungsangst; Leistungsermittlung; Ausland; Language teacher; Sprachunterricht; Schülerverhalten; Kommunikationsstil; Scoring formulas; Auswertungsbogen; Merkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This qualitative study investigated the washback of performance-based assessment used by three English language teachers in Hokkaido, Japan, each of whom implemented their own course-specific assessments. The study employed qualitative research of an in-depth interview with 15 students and a self-reflective method from 3 teachers. Teachers demonstrated different approaches in implementing performance-based language assessment. However, they agreed that this type of assessment could enhance students' communicative skills and rubrics were crucial in the assessment process. In terms of washback on students, they found that performance-based assessment, with detailed feedback, provided learners with a comfortable and challenging learning environment, leading to self-developed English performances, feelings of accomplishment, and better retention of English used in the presentations. However, some students found performance-based assessment demanding, causing anxiety. The findings suggest that when implementing performance-based assessment teachers should consider different aspects of the assessment to create positive washback. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01