The Washback of Formative Assessment on Summative Assessment: Students’ Perception

Authors

DOI:

https://doi.org/10.23918/ijsses.v11i3p22

Keywords:

Assessment, Test Paper, Formative Assessment, Summative Assessment

Abstract

Exams are a crucial component of the educational system. The significance of exams must be considered by stakeholders. As exams are a part of assessment and evaluation, and they impact the study program, students, and teachers. Testing and evaluation’s impact on students and teachers is known as washback. In many regions Exams are tools for deciding on students passing from one grade to another. Therefore, students study to pass examinations rather than learn the course goals because of the negative washback from exams. Positive washback, on the other hand, encourages pupils to study harder and learn more. This study explores students’ perceptions regarding the washback of the midterm exam (formative) on final exams (summative). A quantitative methodology was chosen to fulfil the aims of this study by distributing an online survey. With the responses from 108 participants the impact of these variables gender, age, and department were the focus of this paper. The findings showed that there are no significant differences between these variables gender, age, department. In brief, students will always have the same washback positive or negative no matter no matter their ages, gender and department. Thus, this study suggests that the student’s perception on exam washback should be considered rather their age, gender or department.

References

Bailey, K. M. (1996). Working for washback: A review of the washback concept in language testing. Language testing, 13(3), 257-279.

Brown, D. H. (2004). Language assessment: Principles and classroom practices (2nd ed). London. Longman.

Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Sage publications.

Cheng, L. (2005). Changing language teaching through language testing: A washback study (Vol. 21). Cambridge university press.

Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning (pp. 25-40). Routledge.

Davies, A., A. Brown, C. Elder, K. Hill, T. Lumley, and T. McNamara. 1999. Dictionary of Language Testing, Studies in Language Testing, Vol. 7. Cambridge: UCLES/Cambridge University Press.

Dong, M., Fan, J., & Xu, J. (2021). Differential washback effects of a high-stakes test on students’ English learning process: Evidence from a large-scale stratified survey in China. Asia Pacific Journal of Education, 1-18.

Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.

Fan, J., Ji, P., & Song, X. (2014). Washback of university-based English language tests on students’ learning: A case study. The Asian Journal of Applied Linguistics, 1(2), 178-91.

Hidri, S. (Ed.). (2020). Changing language assessment: new dimensions, new challenges. London. Springer Nature.

Hilliard III, A. G. (2000). Excellence in education versus high stakes standardized testing. Journal of Teacher Education, 51(4), 293-304.

Kizi, G. M. G. (2022). Developing diagnostic assessment, assessment for learning and assessment of learning competence via task-based language teaching. Academicia Globe: Inderscience Research, 3(04), 34-38.

Luitel, S. (2022). Classroom Assessment Practice of Higher Education: A Case of Tribhuvan University. Interdisciplinary Research in Education, 7(1), 49-58.

Merriam-Webster’s Collegiate Dictionary (10th ed.). (1999). Merriam-Webster Incorporated.

Russell, M. K.s &, Airasian, P. W. (2012). Classroom assessment: Concepts and applications. New York. McGraw-Hill.

Şenel, E., & Tütüniş, B. (2011). The Washback Effect of Testing on Students’ learning In EFL Writing Classes. Dil Dergisi, (153), 43-52.

Taylor, L. (2005). Washback and impact. ELT Journal, 59(2), 154-155.

Zirak Haseeb Chicho, K., & Hassan Hussein, S. (2022). The Washback of Midterm Examination on First-Year Students’ Perception Regarding the Final Exam. International Journal of Social Sciences & Educational Studies, 9(2).

Leard Statistics. (10-may-2022). T- test using SPSS statistics. https://statistics.laerd.com/spss-tutorials/kruskal-wallis-h-test-using-spss-statistics.php

Leard Statistics. (10-may-2022). ANOVA test using SPSS statistics. https://statistics.laerd.com/spss-tutorials/mann-whitney-u-test-using-spss-statistics.php

Md., Harun, Rashid., Esra, Sipahi. (2021). The importance of quantitative research in language testing and assessment: in the context of social works. 5:317-330. doi: 10.21744/LINGCURE.V5NS1.1413

Akerke, Baibergenova., Lehana, Thabane., Lehana, Thabane., Noori, Akhtar-Danesh., Mitchell, Levine., Mitchell, Levine., Amiram, Gafni., Rahim, Moineddin., Indra, Pulcins. (2005). Effect of Gender, Age, and Severity of Asthma Attack on Patterns of Emergency Department Visits due to Asthma by Month and Day of the Week. European Journal of Epidemiology, 20(11):947-956. https://doi.org/10.1007/S10654-005-3635-6

James, M., Watters., Keith, O’Rourke. (2001). 16 – Effects of Age and Gender. Surgical Research. 167-174. https://doi.org/10.1016/B978-012655330-7/50018-6

Downloads

Published

29.08.2024

Issue

Section

Articles

How to Cite

Chicho, K. Z. H., Al-kassab, M. M., & Hussein, S. H. (2024). The Washback of Formative Assessment on Summative Assessment: Students’ Perception. International Journal of Social Sciences & Educational Studies, 11(3), 22-32. https://doi.org/10.23918/ijsses.v11i3p22

Similar Articles

31-40 of 277

You may also start an advanced similarity search for this article.