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Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices

Dalam linguistik gunaan, fenomena di mana ujian mempengaruhi pengajaran dan pembelajaran dikenali sebagai washback atau backwash oleh banyak pendidik (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Oleh kerana washback memainkan peranan yang penting dalam pengajaran dan pe...

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Main Author: Aldawood, Saad Fahad
Format: Thesis
Language:English
Published: 2016
Subjects:
L7-991 Education (General)
Online Access:http://eprints.usm.my/31599/1/SAAD_FAHAD_ALDAWOOD_24.pdf
http://eprints.usm.my/31599/
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spelling my.usm.eprints.31599 http://eprints.usm.my/31599/ Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices Aldawood, Saad Fahad L7-991 Education (General) Dalam linguistik gunaan, fenomena di mana ujian mempengaruhi pengajaran dan pembelajaran dikenali sebagai washback atau backwash oleh banyak pendidik (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Oleh kerana washback memainkan peranan yang penting dalam pengajaran dan pembelajaran, pihak yang terlibat dalam proses pengajaran dan pembelajaran perlu memahami konsep washback ini sebagai satu fenomena pendidikan yang umum, dan bagaimana konsep ini boleh dimanipulasikan secara positif. Penilaian secara berterusan (Continuous assessment/CA) telah diperkenalkan sebagai sebahagian daripada ujian dan inovasi penilaian dalam sistem pendidikan Saudi. CA bertujuan menggantikan penilaian tradisional (penilaian sumatif) untuk menilai prestasi dan pencapaian pelajar dengan lebih berkesan di samping menambahbaikkan proses pengajaran dan pembelajaran secara keseluruhan. Kajian ini mengkaji persepsi guru terhadap faedah washback dalam CA dan kesannya terhadap pengajaran dan pembelajaran subjek Bahasa Inggeris. Secara khususnya, kajian ini juga mengkaji kesannya terhadap amalan guru di kolej Technical and Vocational Training Corporation (TVTC) di Saudi Arabia. In applied linguistics, the phenomenon of tests’ influences on teaching and learning is denoted by many educationalists as “washback” or “backwash” (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Because of the significant role that washback plays in instruction and learning, those connected to the learning and teaching processes are required to completely understand the concept of washback, as a common educational phenomenon, and how to manipulate it in a positive way. Continuous assessment (CA) has been introduced as a part of the examination and assessment innovation in the Saudi educational system. CA is intended to substitute the traditional assessment (summative assessment) to better assess and evaluate students' performance and achievement and improve the whole process of teaching and learning. This study investigates teachers' perception of the beneficial washback of CA and its impact on the English teaching and learning; and, more specifically, its impact on teachers' practices at the Technical and Vocational Training Corporation (TVTC) colleges in Saudi Arabia. 2016-03 Thesis NonPeerReviewed application/pdf en http://eprints.usm.my/31599/1/SAAD_FAHAD_ALDAWOOD_24.pdf Aldawood, Saad Fahad (2016) Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices. PhD thesis, Universiti Sains Malaysia.
institution Universiti Sains Malaysia
building Hamzah Sendut Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Sains Malaysia
content_source USM Institutional Repository
url_provider http://eprints.usm.my/
language English
topic L7-991 Education (General)
spellingShingle L7-991 Education (General)
Aldawood, Saad Fahad
Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
description Dalam linguistik gunaan, fenomena di mana ujian mempengaruhi pengajaran dan pembelajaran dikenali sebagai washback atau backwash oleh banyak pendidik (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Oleh kerana washback memainkan peranan yang penting dalam pengajaran dan pembelajaran, pihak yang terlibat dalam proses pengajaran dan pembelajaran perlu memahami konsep washback ini sebagai satu fenomena pendidikan yang umum, dan bagaimana konsep ini boleh dimanipulasikan secara positif. Penilaian secara berterusan (Continuous assessment/CA) telah diperkenalkan sebagai sebahagian daripada ujian dan inovasi penilaian dalam sistem pendidikan Saudi. CA bertujuan menggantikan penilaian tradisional (penilaian sumatif) untuk menilai prestasi dan pencapaian pelajar dengan lebih berkesan di samping menambahbaikkan proses pengajaran dan pembelajaran secara keseluruhan. Kajian ini mengkaji persepsi guru terhadap faedah washback dalam CA dan kesannya terhadap pengajaran dan pembelajaran subjek Bahasa Inggeris. Secara khususnya, kajian ini juga mengkaji kesannya terhadap amalan guru di kolej Technical and Vocational Training Corporation (TVTC) di Saudi Arabia. In applied linguistics, the phenomenon of tests’ influences on teaching and learning is denoted by many educationalists as “washback” or “backwash” (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Because of the significant role that washback plays in instruction and learning, those connected to the learning and teaching processes are required to completely understand the concept of washback, as a common educational phenomenon, and how to manipulate it in a positive way. Continuous assessment (CA) has been introduced as a part of the examination and assessment innovation in the Saudi educational system. CA is intended to substitute the traditional assessment (summative assessment) to better assess and evaluate students' performance and achievement and improve the whole process of teaching and learning. This study investigates teachers' perception of the beneficial washback of CA and its impact on the English teaching and learning; and, more specifically, its impact on teachers' practices at the Technical and Vocational Training Corporation (TVTC) colleges in Saudi Arabia.
format Thesis
author Aldawood, Saad Fahad
author_facet Aldawood, Saad Fahad
author_sort Aldawood, Saad Fahad
title Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_short Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_full Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_fullStr Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_full_unstemmed Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_sort washback of continuous assessment in efl classrooms in saudi arabia: teachers’ perceptions and practices
publishDate 2016
url http://eprints.usm.my/31599/1/SAAD_FAHAD_ALDAWOOD_24.pdf
http://eprints.usm.my/31599/
_version_ 1643707440016916480
score 13.211869

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