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Washback of BiH STANAG 6001 test Major Dra z en Male s evi c BiH STANAG 6001 team

Washback of BiH STANAG 6001 test Major Dra z en Male s evi c BiH STANAG 6001 team. Outline Definition of washback Terms in usage Micro and macro level of impact Impact on educational system (Impact of BiH STANAG 6001 test on ELT in AF BiH ) Micro level of washback

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Washback of BiH STANAG 6001 test Major Dra z en Male s evi c BiH STANAG 6001 team

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  1. Washback of BiH STANAG 6001 test • Major Drazen Malesevic • BiH STANAG 6001 team

  2. Outline • Definition of washback • Terms in usage • Micro and macro level of impact • Impact on educational system • (Impact of BiH STANAG 6001 test on ELT in AF BiH) • Micro level of washback • Types of washback • How to achieve beneficial washback • Conclusion

  3. PURPOSE • To refer to the theory of washback • To present the case of BiH • To analyze how to achieve beneficial washback

  4. Definition of washback • Different definitions • Different terms • washback, backwash, impact

  5. WASHBACK: The effect of testing on instruction From: Dictionary of Language Testing, 1999

  6. IMPACT • “Any of the effects that a test may have on individuals, policies or practices, within the classroom, the school, the educational system or society as a whole” • Wall (1997)

  7. Washback • “the effects of tests on teaching and learning” • (Wall, 1997, p. 291)

  8. Macro and micro level of impact • Macro level impact • Impact on society and educational system • Micro level impact • Impact on individuals involved in teaching and learning process • (Bachman and Palmer)

  9. IMPACT ON SOCIETY • University admission exam in Liberia - None of 25 thousand students passed • (BBC NEWS, 26 August 2013)

  10. IMPACT ON EDUCATIONAL SYSTEM • (Impact of BiH STANAG 6001 test on ELT in AF BiH) • ELT since 1998 • BiH STANAG 6001 since 2009 • The same objective (competent English language speaker properly assessed to operate effectively in the English language environment)

  11. ELT in AF BiH • Introduced in 1998 • Two different programs in the beginning • Four levels of the course (elementary, pre-intermediate, intermediate and upper-intermediate) • The length of all courses was 12 weeks • After introducing STANAG 6001 five levels of the course (advance level of the course introduced)

  12. ELT in AF BiH • Curriculum was changed after introducing STANAG 6001 • The length of the course remained the same, 12 weeks • More exercises were added to the curriculum in order to improve certain skill (listening, speaking, reading, writing)

  13. Micro level of washback • test takers • Officers, NCOs, civilians, MoD officials • instructors

  14. The stakes of STANAG 6001 test • Selection of personnel for: • promotion to higher rank • higher positions • military diplomatic representatives • PSO missions • UN observer missions • Schools and courses abroad • (Book of rules)

  15. The stakes of STANAG 6001 test • Promotion to higher rank in Montenegro: • Officers must have SLP 2222 • NCOs must have SLP 1111 • (Law of service)

  16. Types of washback Harmful Beneficial

  17. How to achieve beneficialwashback • Test the abilities whose development we want to encourage • Sample widely and unpredictably • Hughes, p. 53-57

  18. How to achieve beneficialwashback • Use direct testing • Make testing criterion referenced • Hughes, p. 53-57

  19. How to achieve beneficialwashback • Base achievement tests on objectives • Ensure the test is known and understood by students and teachers • Documents related to testing on MoD site • Seminars related to testing organized for teachers • Hughes, p. 53-57

  20. How to achieve beneficialwashback • Where necessary, provide assistance to teachers • Counting the cost • Practicality • Hughes, p. 53-57

  21. Conclusion • STANAG test has a huge impact on: • individuals in AF BiH • ELT system • After introducing STANAG 6001: • New level of course introduced • Curriculum changed

  22. Conclusion • Is STANAG test mandatory after course? • It is not, but usually students obtain better results • It is not dependent on any course content • Are they interwoven? • In a way, they are. (They both have the same objective, a competent and properly assessed language user) • They both have to keep their independence (even though, they are in a way interwoven)

  23. Table of references: • Lyle F. Banchman and Adrian S. Palmer, Language Testing in Practice: Designing and Developing Useful Language Tests, Oxford University Press; • Arthur Hughes, Language Testing in Practice, Cambridge University Press; • Harold S. Madsen, Techniques in Testing; • Liying Cheng and Yoshinori Watanble, Washback in Language Testing: Research Contexts and Methods, LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2004 Mahwah, New Jersey London; • J. CHARLES ALDERSON and DIANNE WALL, Does Washback Exist? Lancaster University • BBC News, http://www.bbc.co.uk/news/world-africa-23843578 • Book of rules in AF BiH (related to promotion, carrier, education etc.)

  24. Questions?

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