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What Is Computer-Based Testing Washback, How Can It Be Evaluated and How Can This Support Practitioner Research?

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Title: What Is Computer-Based Testing Washback, How Can It Be Evaluated and How Can This Support Practitioner Research?
Language: English
Authors: Johnson, Martin (ORCID 0000-0001-8035-4754), Shaw, Stuart
Source: Journal of Further and Higher Education. 2019 43(9):1255-1270.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Information Analyses
Reports - Evaluative
Descriptors: Computer Assisted Testing, Testing Problems, Evaluation Research, High Stakes Tests, Educational Research, Intervention, Data Collection, Longitudinal Studies, Formative Evaluation
DOI: 10.1080/0309877X.2018.1471127
ISSN: 0309-877X
Abstract: With the introduction of a new initiative in a teaching and learning environment there is an ethical responsibility to consider whether the impact of the introduction has met its intended goals, and whether it has harmed those who are influenced by it. Technology and infrastructure developments have encouraged a continued growth in the development and introduction of computer-based tests (CBTs) in educational environments. In the educational assessment literature, enquiry into the impact of testing (of all types) is known as 'washback'. This is a reference to the way in which a test might have a range of influences on learners and teachers prior to the test-taking event. This article reviews the literature on CBT washback and outlines a framework for studying its effects as it is introduced into educational contexts. We then outline a research framework that we have developed (based on the literature) that can be used to evaluate CBT washback. We go on to argue that, to fulfil its potential in supporting the development of change, the research framework needs to act as a mediating device that brings together teaching-practitioner and researcher perspectives. The framework that we propose conceptualises the nature of washback in CBT contexts, as well as the research process and the methods required to understand it. This framework provides an element of common ground between practitioners (i.e. teachers who are involved in a CBT development process) and external researchers, and supports collaboration at three distinct levels.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1228875
Database: ERIC
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  Data: What Is Computer-Based Testing Washback, How Can It Be Evaluated and How Can This Support Practitioner Research?
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  Data: <searchLink fieldCode="AR" term="%22Johnson%2C+Martin%22">Johnson, Martin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8035-4754">0000-0001-8035-4754</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shaw%2C+Stuart%22">Shaw, Stuart</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Further+and+Higher+Education%22"><i>Journal of Further and Higher Education</i></searchLink>. 2019 43(9):1255-1270.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/0309877X.2018.1471127
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  Data: With the introduction of a new initiative in a teaching and learning environment there is an ethical responsibility to consider whether the impact of the introduction has met its intended goals, and whether it has harmed those who are influenced by it. Technology and infrastructure developments have encouraged a continued growth in the development and introduction of computer-based tests (CBTs) in educational environments. In the educational assessment literature, enquiry into the impact of testing (of all types) is known as 'washback'. This is a reference to the way in which a test might have a range of influences on learners and teachers prior to the test-taking event. This article reviews the literature on CBT washback and outlines a framework for studying its effects as it is introduced into educational contexts. We then outline a research framework that we have developed (based on the literature) that can be used to evaluate CBT washback. We go on to argue that, to fulfil its potential in supporting the development of change, the research framework needs to act as a mediating device that brings together teaching-practitioner and researcher perspectives. The framework that we propose conceptualises the nature of washback in CBT contexts, as well as the research process and the methods required to understand it. This framework provides an element of common ground between practitioners (i.e. teachers who are involved in a CBT development process) and external researchers, and supports collaboration at three distinct levels.
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      – SubjectFull: Evaluation Research
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