Leveraging the AAPPL to promote positive washback in K‐12 language teaching
Bibliographic Data
| ID | 8937829 |
|---|---|
| Authors | Reuben Vyn (ACTFL Alexandria Virginia USA, corresponding author) |
| Year | 2024 |
| Volume | 57 |
| Issue | 3 |
| Pages | 675-697 |
| Publication date | 2024-04-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12761 |
| OpenAlex | W4395481528 |
| Language | EN |
| References cited | 39 |
In recent years, the use of external proficiency‐based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study examines the washback effects of the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) on teachers' instruction and planning in an urban Midwest K‐12 district. Survey and interview data revealed that teachers increased their use of ACTFL key documents, placed more emphasis on target language usage, and sought to balance their use of the three modes of communication to better meet learners' needs and facilitate their proficiency development. This evidence of positive washback was observed among teachers across languages and levels and was enhanced by the opt‐in approach to test implementation and the close link between testing and teaching. For some, the AAPPL served as a catalyst to further align their curricula and instruction. Recommendations are offered for those who may wish to implement a standards‐based external language assessment such as the AAPPL as a means by which to foster professional growth and promote teachers' adoption of proficiency‐oriented practices
Curriculum · Language assessment · Language proficiency · Mathematics education · Pedagogy · Test (biology · Educational Assessment and Improvement · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Qualitative interviewing
Washback in Language Assessment
Does Washback Exist?
Critical Language Testing
Washback in language assessment
The essentials of assessment literacy
ESL/EFL instructors’ classroom assessment practices
Language assessment literacy as self-awareness
Using the ACTFL OPIc to assess proficiency and monitor progress in a tertiary foreign languages program
Does grammar translation come from the entrance examination? Preliminary findings from classroom-based research
National Standards
First language and target language in the foreign language classroom
Assessing Students' Oral Proficiency
The ACTFL Proficiency Guidelines and the Oral Proficiency Interview
A Study of Foreign Language Learning Outcomes Assessment in U.S. Undergraduate Education
Linguistic performance of dual language immersion students
The relationship between proficiency‐based instruction and student oral proficiency
A validity argument to support the ACTFL Assessment of Performance Toward Proficiency in Languages (AAPPL)
Exploring the Trajectory of an Educational Innovation
Exploring the effects of foreign language instructional practices on student proficiency development
Research on the Integrated Performance Assessment in an Early Foreign Language Learning Program
The Evidence Is In
Instructional Decision Making and IPAs
Converting Data to Knowledge
Future directions in assessment
Middle School Foreign Language Instruction
| Citation velocity | historical |
|---|---|
| Highly cited | No |