scholarly journals The Impact of Language Testing Washback in Promoting Teaching and Learning Processes: A Theoretical Review

2021 ◽  
Vol 14 (7) ◽  
pp. 21
Author(s):  
Faten Alqahtani
Keyword(s):  
Policy Development ◽  
Teaching And Learning ◽  
Learning Processes ◽  
High Stakes ◽  
Different Types ◽  
History Of ◽  
Language Context ◽  
High Stakes Exams ◽  
The Impact ◽  
Learning Language

Existing literature indicates that assessment is a critical aspect of teaching and learning language; the outcomes of testing are vital. The history of assessment can be traced back to when exams primarily served two significant purposes in China: choosing candidates for admission into government offices and preventing corruption. Washback as a concept can be traced back to the 1990s. It was advanced by Alderson and Wall in 1993 as a force that obliges test-takers and tutors to engage in particular tasks or activities due to exams. In this regard, washback is an impact that a test has on the teaching and learning process. High-stakes exams like the LOBELA demonstrate the significance of washback in the Saudi English-as-a-foreign-language context. This paper explores the mechanisms through which washback occurs in teaching and learning processes, ways to determine its validity, and different types of washback. It further highlights the impact of washback in promoting teaching and learning processes, as well as the role it plays in policy development in the educational system.   

Integrating Ideas into Policy-Making Analysis

2002 ◽  
Vol 35 (9) ◽  
pp. 1054-1076 ◽  
Author(s):  
Erik Bleich
Keyword(s):  
Policy Development ◽  
Policy Making ◽  
Vital Role ◽  
Policy Outcomes ◽  
Policy Frames ◽  
Policy Choices ◽  
History Of ◽  
The Impact ◽  
History Of Race ◽  
Cross National

This article argues that systematically integrating ideas into policy-making analysis greatly enhances our understanding of policy outcomes. Variables emphasized by other schools of thought—such as power, interests, institutions, and problems—often provide an inadequate explanation of policy choices. To demonstrate the contribution of ideas to policy-making analysis, this article examines the impact of policy frames, showing how they help actors define their interests, generate interpretations of pressing problems, and constrain actions. Retracing the history of race policy development in Britain and France reveals that each country's frames influenced domestic policy outcomes and thus played a vital role in explaining cross-national race policy differences.

Implementation of Augmented Reality in “3.0 Learning” Methodology

2013 ◽  
pp. 391-413 ◽  
Author(s):  
Ernest Redondo ◽  
Isidro Navarro ◽  
Albert Sánchez ◽  
David Fonseca
Keyword(s):  
Social Media ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Qr Codes ◽  
Architecture Education ◽  
Web Based ◽  
Degree Of Satisfaction ◽  
Augmented Reality Technology ◽  
The Impact

This chapter discusses the impact of using social media resources and new emerging technologies in teaching and learning processes. The authors of this chapter focus on Spanish architecture-education framework by analyzing three case studies carried out by students finishing architecture and building degrees. Students’ interaction with this resources is assessed, as well as their derived academic results, and the degree of satisfaction from students and teachers using these resources and technologies. To conduct the study, the authors worked with Web based freeware applications, such as Dropbox, blogging systems, Moodle, YouTube, Wikipedia, and Google Maps. Mobile devices, such as smartphones and tablets PCs, were used to test QR-Codes (Quick Response Codes) and Augmented Reality technology based applications as Junaio and Ar-Media Plugin.

Assessing the impact of ISO: 9001 implementation on school teaching and learning processes

2019 ◽  
Vol 27 (3) ◽  
pp. 285-303 ◽  
Author(s):  
Francisco José Fernández-Cruz ◽  
Jesús Miguel Rodríguez-Mantilla ◽  
Ma José Fernández-Díaz
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Iso 9001 ◽  
Content Type ◽  
Educational Benefits ◽  
Average Impact ◽  
School Teaching ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact

Purpose A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard. Design/methodology/approach To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain). Findings The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS. Originality/value This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.

The Effects of High Stakes Educational Testing on Enrollments in an Era of Hyper-Expansion: Cross-National Evidence, 1960–2010

Social Forces ◽  
2020 ◽  
Author(s):  
Jared Furuta ◽  
Evan Schofer ◽  
Shawn Wick
Keyword(s):  
Regression Models ◽  
Institutional Context ◽  
Education For All ◽  
Educational Expansion ◽  
Panel Regression ◽  
High Stakes ◽  
Nation States ◽  
High Stakes Exams ◽  
The Impact ◽  
Cross National

Abstract How do national high-stakes exams affect educational expansion across the world? High-stakes exams are conventionally viewed as systems of exclusion that constrain enrollments. In this paper, we situate exams within a broader historical and institutional context and argue that the constraining effect of exams on educational enrollments is a recent phenomenon. Exam systems diffused globally at a time when schooling was a limited enterprise, linked to just a few occupational roles. The later emergence of more inclusive visions of education, culminating in the Education for All (EFA) movement, propelled rapid global educational expansion. In this context, national high-stakes exam systems institutionalize earlier logics of selective education and consequently blunt the impact of more recent expansionary norms. Using panel regression models and a newly constructed dataset of 142 countries from 1960 to 2010, we show that high-stakes exams are associated with lower enrollments. However, this association is strongest in recent years, and exams interact negatively with measures of international pro-educational norms and pressures on nation-states. These findings are consistent with our historical/institutional argument: Exams constrain enrollments in recent years, in part by rendering nations less responsive to global expansionary pressures.

scholarly journals O ensino na era da informação: um olhar a partir da neurociência

2018 ◽  
Vol 11 (4) ◽  
pp. 672
Author(s):  
Gustavo Pereira Pessoa ◽  
Rosane Machado Botinha ◽  
Fernanda De Jesus Costa
Keyword(s):  
Cognitive Functioning ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Learning Processes ◽  
Access To Information ◽  
Different Types ◽  
Information And Communication ◽  
Types Of Information

Neuroscience and its concepts are very important contributions in the teacher's work because they provide a differentiated understanding of the dynamics of human cognitive functioning. Understanding how information is received and understood can be a substantial difference in the teacher's work so that he can plan his activities more effectively. In this context it is worth mentioning that we are in a reality permeated by Digital Technologies of Information and Communication (TDIC), which makes access to information to be expanded, besides having different types of information that have emerged with the evolution of these technologies. In this context, combining neuroscience, the presence of TDIC in the classroom can be very useful for teaching and learning processes, and it is necessary that the teacher be prepared to carry out his activities in the light of these concepts.

High-Stakes Testing, Standardization, and Inequality in the United States

2020 ◽  
Author(s):  
Wayne Au
Keyword(s):  
United States ◽  
Standardized Tests ◽  
Students Of Color ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
The United States ◽  
High Stakes ◽  
Race And Class ◽  
The Impact ◽  
Racial Achievement

High-stakes standardized tests standardize which knowledge is assessed, and because consequences are tied to their results, they have the impact of standardizing classroom content, teaching, and learning. The result is that students whose cultural identities do not fit the standardized norms created by test-based must either adapt or are left out of the curriculum and the classroom. This happens in a few key ways. First, as schools face increased pressure to raise test scores, curriculum content that embraces the diversity of student history, culture, and experience gets pushed out. In turn, this standardization of content limits the diversity of teacher and student identities expressed in classroom pedagogical experiences. Finally, given the disparate racial achievement on high-stakes tests, students of color face more intense pressure to perform, while at the same time their educational experiences become increasingly restricted and less rich than those of affluent, whiter students. Additionally, even though educational research has consistently shown that high-stakes testing correlates most strongly with the socioeconomic backgrounds of students and their communities, policymakers and many educators presume that these tests are offer objective measurements of individual merit. This mistaken belief ulitmately serves to hide and justify existing inequalities in the United States under the notion of individual achievement. The overall result being that high-stakes, standardized tests reproduce educational inequalities associated with race and class in the United States.

Digital Archiving and School Cultural Heritage

2012 ◽  
Vol 3 (2) ◽  
pp. 38-57
Author(s):  
Antonella Nuzzaci ◽  
Luisa Revelli
Keyword(s):  
Cultural Heritage ◽  
Collective Memory ◽  
Significant Role ◽  
Digital Library ◽  
Collective Identity ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educational Institutions ◽  
Cultural Institutions ◽  
History Of

Cultural institutions such as libraries and archives play an important role in the preservation of, and access to, cultural heritage. The digitization of documents of an historical educational nature is essential to ensure the preservation of the collective memory of certain generations for schoolchildren, and its use for educational purposes allows a collective identity to be re-established, suitable for use on increasingly large subject groups. This article examines the benefits of digitizing a specific type of material related to school culture, exercise books, which have played a significant role in the history of the teaching and learning processes. It examines issues related to the conservation of these items and access to them, given their cultural heritage and their impact on the preservation and upkeep of the history of educational institutions. The main aspects and stages of the CoDiSV project, which aims to build a digital library of cultural assets, and educational and historical ones in particular, will then be discussed.

scholarly journals Overview of Education in Ethiopia: Traditional Institutions and Language Perspectives

Afrika Focus ◽  
2021 ◽  
Vol 34 (2) ◽  
pp. 343-359
Author(s):  
Gemechis T. Chali ◽  
Miriam Taverniers ◽  
Guta Legesse
Keyword(s):  
Teaching And Learning ◽  
Traditional Approach ◽  
Traditional Education ◽  
Cultural Institutions ◽  
Historical Trends ◽  
Western Education ◽  
The Past ◽  
History Of ◽  
Traditional Institutions ◽  
The Impact

Abstract This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or “Western” education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the traditional approach characterised Ethiopian education throughout the history of this ancient nation (Hoot, Szente and Mebratu, 2004). This article aims to review the past 150 years of education in Ethiopia in connection with historical trends and the influence of traditional institutions on education in general and languages in particular. Respondents discuss the fact that that, unlike the Orthodox and Missionary churches in Ethiopia, some of the traditional institutions such as the Waaqqeffannaa of Oromoo Institution were not allowed to reflect their values and languages. The study reveals that traditional institutions have played a crucial role in education in Ethiopia. Furthermore, understanding the impact of languages in education is important in teaching and learning in general. However, the findings confirm that there was no structure that could equally understand and accommodate all traditional institutions to contribute to the education of Ethiopia in the past. This article concludes with the recommendation that there should be a well-established implementation system on the languages and cultural institutions that could attract all nations and nationalities to promote their traditional institutions. For instance, there are no language and cultural policies aimed at sustainability.

The Role of Information Communication Technologies in Enriching Adult Education Theory Building

2010 ◽  
pp. 1-16
Author(s):  
Judith Parker
Keyword(s):  
Adult Education ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Theory Building ◽  
Jack Mezirow ◽  
Education Theory ◽  
History Of ◽  
History Of Adult Education ◽  
The Impact

Communication technology has influenced every aspect of our personal and professional lives. Yet, much of the literature on this influence focuses on the impact it has had on our actions and on the practice of teaching and learning. Little has addressed the impact of communication technology on the theory building in the field of adult education. How has it influenced the movement forward of the field itself? How has it changed the communication among professionals and between professionals and students? It has been almost 100 years since Adult Education made its entry into the arena of professions and fields of study. In recent decades, Malcolm Knowles is credited with popularizing adult learning theory, yet Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward. Along with this progression in theory, the utilization and sophistication of communication technology has escalated. This chapter will focus on the influence of communication technology throughout this history of adult education, particularly its influence on communities of learning and communities of practice for the experienced and the emerging adult educational professional and how it might enrich the future of the profession.

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