Cheng, L., Watanabe, Y., & Curtis, A. (Eds.) (2003). Washback in language testing: Research contexts and methods. New Jersey: Laurence Erlbaum.
摘要："Washback" refers to the influence of language testing on teaching and learning. This volume, at the important intersection of language testing and teaching practices, presents theoretical, methodological and practical guidance for current and future washback studies. In the field of language testing, researchers' major interest has traditionally been focused on issues and solving problems inherent in tests in order to increase their reliability and validity. However, the washback effect goes well beyond the test itself to include factors such as curriculum, teacher and learner behaviors inside and outside the classroom, their perceptions of the test and how test scores are used. Only recently have researchers started to empirically investigate the phenomenon of washback. This volume of such research serves two purposes by providing an overview of the complexity of washback and the various contextual factors entangled within testing, teaching and learning; and presenting empirical studies from around the world that offer insights into the effects of washback in specific educational contexts and models of research on which future studies can be based.
Part I Concepts and Methodology of Washback, L. Cheng, A. Curtis;
Washback or Backwash, A Review of the Impact of Testing on Teaching and Learning, J. Watanabe;
Methodology in Washback Studies, S. Andrews;
Washback and Curricular Innovation.
Part II Washback Studies From Different Parts of the World, B. Stecher, T. Chun, S. Barron;
Effects of Assessment-Driven Reform on the Teaching of Writing in Washington State, N. Saville, R. Hawkey;
The IELTS Impact Study, Investigating Washback on Teaching Materials, B. Hayes, J. Read;
IELTS Test Preparation in New Zealand, Preparing Students for the IELTS Academic Module, C. Burrows;
Washback in Classroom-Based Assessment, A Study of the Washback Effect in the Australian Adult Migrant English Program, Y. Watanabe;
Teacher Factors Mediating Washback, L. Cheng;
Washback on Teachers' Perceptions of Their Classroom Teaching, L. Qi;
Has a High-Stakes Test Produced the Intended Changes? I. Ferman;
The Washback of an EFL Oral Matriculation Test to Teaching and Learning.