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

Yasuyo Sawaki*, Rie Koizumi

*この研究の対応する著者

研究成果: Article査読

5 被引用数 (Scopus)

抄録

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.

本文言語English
ページ(範囲)234-256
ページ数23
ジャーナルLanguage Assessment Quarterly
14
3
DOI
出版ステータスPublished - 2017 7月 3

ASJC Scopus subject areas

  • 言語および言語学
  • 言語学および言語

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