Please use this identifier to cite or link to this item:
https://ptsldigital.ukm.my/jspui/handle/123456789/497731Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Mohamed Sallehhudin Abd Aziz,Assoc. Prof. Dr. | - |
| dc.contributor.author | Alla Baksh Mohamed Ayub Khan (P72440) | - |
| dc.date.accessioned | 2023-10-13T08:08:50Z | - |
| dc.date.available | 2023-10-13T08:08:50Z | - |
| dc.date.issued | 2019-01-27 | - |
| dc.identifier.other | ukmvital:117868 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/497731 | - |
| dc.description | This study investigates the washback effect of the new English language school-based assessment (SBA) on teaching and learning. In 2012, a synergistic English language school-based assessment was introduced at the lower-secondary level (PT3) in Malaysia. It involved the use of central and school assessment components to assess students' language learning outcomes. However, this new low-stakes assessment system has created other challenges to teachers, students and parents who are accustomed to norm-referenced, summative tests. In line with its mixed-methods approach, the data for the study were collected by means of classroom observations, interviews, surveys and document analyses. The qualitative data were collected from three schools in the state of Penang only whereas the quantitative data were collected from schools in four states (Perlis, Kedah, Penang and Perak) from the northern region. The findings indicated that despite some positive thoughts, teachers were not able to see the link between the central and school assessment components. The overall findings revealed that the teachers and parents were more concerned about the central assessment with its quantitative test reporting than the school assessment with its qualitative test reporting. The teachers therefore aligned their classroom activities with the central assessment component with minimal or almost no concern for the school assessment component. The students' views and understanding about the new assessment system were largely shaped by their teachers. In addition, the students were equally concerned about the central assessment component. A range of factors both at macro and micro levels were found to have mediated the intended washback, both positively and negatively. It was also established that the interrelationship of the factors was rather complex. In short, the present study has found that the washback effect of the English language SBA at its early stage on teaching and learning at the PT3 level was rather superficial. It is recommended that the in-service teacher training on low stakes assessment may have to be intensified and enhanced. Future researchers may have to consider an impact study which includes the perspectives of parents, publishers, curriculum unit and tuition centers to see how complex the observed Washback is in Malaysian context.,Ph.D. | - |
| dc.language.iso | may | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | English language -- Study and teaching -- Malaysia | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | The washback effect of low-stakes English language assessment on teachers and learners in Malaysia | - |
| dc.type | Theses | - |
| dc.format.pages | 483 | - |
| dc.identifier.callno | PE1068.M4A448 2019 tesis | - |
| dc.identifier.barcode | 004530(2020) | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_117868+SOURCE1+SOURCE1.0.PDF Restricted Access | 5.81 MB | Adobe PDF |  View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.