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Title:Examining the Potential Washback of a New Large -Scale English Proficiency Test: Aligning Tests, Teaching, and Learning
Author(s):Lopez, Alexis
Doctoral Committee Chair(s):Willis, Arlette I.
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Bilingual and Multicultural
Abstract:This study investigated the potential washback of the Integrated Task on classroom practices. The Integrated Task is a writing task on a new English language proficiency test developed to assess English language learners (ELLS) in grades K-12. This study was conducted in an elementary school in the Midwest. Participants in the study included an ESL teacher, twelve ELLS and thirteen ESL experts. Data were collected using multiple instruments including a content evaluation of the Integrated Task, classroom observations, interviews with the teacher and students, think-aloud protocols, and analysis of the students written products. Results of this study highlighted the relationship among the Integrated Task, ESL writing instruction, and students' writing processes and written products. The findings suggest that there are matches and mismatches between the task and classroom practices. This alignment could potentially inform test developers about changes that could be made to the task.
Issue Date:2005
Type:Text
Language:English
Description:184 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.
URI:http://hdl.handle.net/2142/79888
Other Identifier(s):(MiAaPQ)AAI3202134
Date Available in IDEALS:2015-09-25
Date Deposited:2005


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