Providing Test Performance Feedback That Bridges Assessment and Instruction: The Case of Two Standardized English Language Tests in Japan

Yasuyo Sawaki, Rie Koizumi

    Research output: Contribution to journalArticle

    1 Citation (Scopus)


    This small-scale qualitative study considers feedback and results reported for two major large-scale English language tests administered in Japan: the Global Test of English Communication for Students (GTECfS) and the Eiken Test in Practical English Proficiency (Eiken). Specifically, it examines current score-reporting practices in student and teacher score reports and supplementary materials as well as students’ and teachers’ perceptions and uses of reported information. First, to summarize key features of performance feedback provided, two independent judges coded the information that was included as feedback in the score reports and supplementary materials as well as how the feedback was presented for both tests, based on Roberts and Gierl’s (2010) test score report analysis framework. Second, 16 students and five teachers at three upper secondary schools (Grades 10–12) in Japan were interviewed to explore how they perceived the assessment results and used them in their learning and teaching. Key study results showed that the documents generally followed principles of good score-reporting practice suggested in previous studies, while student and teacher interviews identified various issues to be considered to improve the communication of test performance feedback to its intended audiences.

    Original languageEnglish
    Pages (from-to)234-256
    Number of pages23
    JournalLanguage Assessment Quarterly
    Issue number3
    Publication statusPublished - 2017 Jul 3


    ASJC Scopus subject areas

    • Language and Linguistics
    • Linguistics and Language

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