Promoting Positive Washforward through Personalised Test Feedback and Other Benefits: Piloting a Computer-Based Testing System

Autor/inn/en	Gandini, Elena A. M.; Horák, Tania
Titel	Promoting Positive Washforward through Personalised Test Feedback and Other Benefits: Piloting a Computer-Based Testing System
Quelle	In: Language Learning in Higher Education, 10 (2020) 1, S.235-244 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2020-2012
Schlagwörter	Computer Assisted Testing; Feedback (Response); Foreign Countries; English (Second Language); Second Language Learning; Admission Criteria; Educational Change; College Admission; Individualized Programs; Language Tests; United Kingdom; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Bildungsreform; Hochschulzugang; Hochschulzulassung; Individualisierte Ausbildung; Language test; Sprachtest; Großbritannien
Abstract	This contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01