Abstract
This study aims to examine the washback effects of process-oriented performance assessment on students’ cognitive, affective and personality-related domains. One hundred high school students participated in this study. They experienced productoriented performance assessment and process-oriented performance assessment, and reported their opinions about the two types of assessments in terms of cognitive, affective and personality-related domains through a questionnaire. The collected data were analyzed to compare the effects of each type of the assessment on each domain. To support the results formed by students’ opinions, two more research methods were employed. First, the cognitive washback effects were examined by comparing the results of the two tests: a test made with the texts covered by process-oriented performance assessment and a test made with the texts that had not been covered by process-oriented performance assessment. Second, the washback effects in affective and personality-related domains were examined by interviewing students and analyzing the results according to the method of Consensual Qualitative Research.
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