Washback Research in Language Assessment Fundamentals and Contexts

List of Figures

List of Contributors

Foreword

Yoshinori Watanabe

Part 1: Washback Fundamentals

1. Introduction

David Allen

2. Washback, impact and consequences

Nick Saville, Brigita Séguis

3. Theories and models of washback

Anthony Green

4. Washback in test validation

Barry O’Sullivan

5. Washback research designs                       

David Allen

6. Data collection and analysis in washback research

Takanori Sato

Part 2: Washback Contexts

7. Washback and proficiency tests

Johanna Motteram, David Allen

8. Washback of formative/alternative assessment

Rie Koizumi, Yusuke Kubo, Yo In’nami, David Allen

9. Washback of standards-based assessment with school-age language learners

Alison L. Bailey

10. Washback of multilingual assessment

Dina Tsagari, Karin Vogt, Lucilla Lopriore

11. Washback in primary/secondary K-12 contexts: Lessons learned from research in Asia

Yuko Goto Butler

12. Washback in Asian higher education: Current status and future directions

Qin Xie

13. Washback on language learning in shadow education

Katrina Yaqing Shi, Kevin Wai Ho Yung

14. Washback in language for professional purposes testing: A case of pilot-air traffic controller radiotelephony communication

Hyejeong Kim, Eric Friginal

15. Technological developments in language assessment: Implications for washback

Brigita Séguis, Tony Clark

16. Conclusion: Revisiting some fundamental issues in washback research 

David Allen

Index

Biography

David Allen is an Associate Professor at Ochanomizu University in Tokyo, Japan, where he teaches English, teaching, and applied linguistics-related courses at both undergraduate and graduate levels.

"A timely book and contemporary statement on the next steps concerning washback research. In this edited volume, David Allen makes a valuable case for the need to pursue the evolving research on washback in language assessment settings. Research of the last 30 years in a variety of contexts has set the stage for a better understanding of assessment consequences and answered initial questions, but we now must strive to gain knowledge in ways to generate positive washback; that is, to employ low stakes and high stakes assessments that enhance teaching and learning, and to integrate positive washback into the design, development, and implementation stages of these assessments. By providing washback fundamentals and current exemplary research contexts, this volume (which includes issues such as fast-paced technological developments) takes a refreshing view on capitalizing on past research, identifying gaps, and proposing a way forward to ensure our language assessments generate positive washback towards the end goal of promoting language learning. A significant contribution to the field of language assessment."

- Carolyn E. Turner, McGill University, Quebec, Canada