A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program
A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program
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英语作为外语教师培训项目中电子档案评估的反拨研究
DOI：
10.1080/09588221.2010.551756
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发表时间：
2012
影响因子：
7
通讯作者：
S. Hung
中科院分区：
文献类型：
--
作者：
S. Hung
反拨效应指的是考试对教与学的积极影响和消极影响。虽然反拨效应研究在文献中比比皆是，但它们大多涉及高风险、标准化考试或大规模入学考试。在发现替代评估中的反拨效应方面，人们做的努力很少。本研究以电子档案袋为研究对象，探讨电子档案袋评估对学习的正面与负面反拨效应，并将其作为语文教师备课内容课程的替代评估技术。18名英语作为外语(EFL)的研究生教师参加了这项评估项目。数据是通过多种手段收集的，包括访谈、观察、文件分析和反思日记。研究结果表明，电子档案袋评估对学习产生积极的反拨作用，包括建立实践社区、促进同伴学习、加强内容知识的学习、促进专业发展和培养批判性思维。然而，电子档案袋评估也带来了一些负面的反拨效应，例如来自更多受众的学习焦虑，以及对技术的抵制。最后，我们得出结论，英语专业人员明智地使用电子档案袋评估来平衡课堂评估和促进内容知识的学习。
Washback refers to both positive and negative influences of testing on teaching and learning. While washback studies abound in the literature, most of them deal with high-stakes, standardized tests or large-scale entrance examinations. Scant efforts have been made to uncover washback effects in alternative assessments. This study implemented an e-portfolio project as an alternative assessment technique in a language teacher preparation content course and explored the positive and negative washback effects that e-portfolio assessments produced on learning. Eighteen English as a Foreign Language (EFL) student teachers in a graduate course of a Master's program in Teaching English to Speakers of Other Languages participated in this assessment project. Data were collected through multiple instruments, including interviews, observations, document analysis, and reflective journals. The findings suggest that e-portfolio assessments generate positive washback effects on learning, including building a community of practice, facilitating peer learning, enhancing learning of content knowledge, promoting professional development, and cultivating critical thinking. However, e-portfolio assessments also bring some negative washback effects, such as learning anxiety deriving from larger audiences, and resistance to technology. Finally, it is concluded that EFL professionals make judicious use of e-portfolio assessments to balance classroom assessments and to facilitate the learning of content knowledge.