Washback Effects of Diagnostic Assessment in Greek as an SL

Primary School Teachers' Perceptions in Cyprus

Bibliographic Data

ID5901309
AuthorsMaria Mitsiaki (0000-0002-4185-3881, Democritus University of Thrace, corresponding author), Nansia Kyriakou (0000-0001-5601-9024, Frederick University, corresponding author), Despo Kyprianou (0000-0002-7908-2285, University of Nicosia), Chrysovalanti Giannaka (Ministry of Education and Culture), Pavlina Hadjitheodoulou (Cyprus Pedagogical Institute)
Year2021
Volume6
Issue4
Pages195
Publication date2021-11-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages6040195
OpenAlexW3217479230
LanguageEN
Citations received1
References cited37

Washback of diagnostic tools targeted to young migrant learners has been an under-researched area in the language assessment field. This paper explores teachers' perceptions on the Greek Diagnostic Language Assessment (GDLA) tool recently introduced into the SL preparatory classes of the Cyprus primary education. The tool's implementation coincides with the launch of a new SL curriculum. The objective is fourfold: (1) to examine GDLA's washback effects on teaching/assessment, (2) to investigate washback's variability with respect to several contextual variables, (3) to collect feedback on the perceived credibility of the tool, and (4) to reflect on the use of the GDLA tool as a lever of instructional reform in support of curricular innovation. The study employs a mixed-methods approach and draws on (a) quantitative data (questionnaire, 234 informants) and (b) qualitative data (interviews, 6 participants). The results indicate a positive and quite strong washback on teaching and assessment. However, they bring to the surface several misconceptions on the purpose and the implementation of diagnostic assessment, pointing to gaps in the teachers' assessment literacy. They also bring into play school administration constraints. Finally, they imply that a diagnostic assessment aligned to a context-sensitive curriculum may bind the test to positive washback

Context (archaeology · Credibility · Curriculum · Geography · Literacy · Mathematics education · Medical education · Pedagogy · Perception · Political science · Qualitative property · School teachers · Test (biology · Computer Science · EFL/ESL Teaching and Learning · Medicine · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback

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