Washback of the performance-based test of reading for EFL learners

Wiyaka Wiyaka

doi:10.30659/e.5.2.202-213

Abstract

The effect of tests on the teaching and learning, generally known as washback, has been recognized by scholars for a long time. However, studies on washback are usually addressed for high-stakes testing. This study investigates the washback effect of low-stakes test namely performance-based test used in measuring reading skills. Such a test is low stakes because it does not bring about serious consequence on the part of the students. The subjects of the research were 10 English teachers and 50 students of junior high schools in Semarang, Central Java, Indonesia. Data were collected through semi-structured interview and a questionnaire for both the teachers and students. The results showed that performance-based test gives positive effect in reading for the EFL learners in the areas of: students� enthusiasm in reading, reducing boredom in reading, students� curiosity on reading text content, and students� improvement on higher-order thinking skills. To the teachers it affects the areas of teaching methods, teaching materials, and time allotment.

Highlights

One of the changes in Indonesia latest curriculum deals with the assessments of the learning outcomes in that there is a shift from a product- oriented test toward process-and-product based tests using authentic assessments
Washback effect of authentic performance-based test in reading Prior to the study, the writers called the teachers in a session of coaching the implementation of retelling technique to assess students reading comprehension
The findings showed that authentic performance-based assessments gave positive washback effect in reading for EFL learners in the matters such as: students’ enthusiasm in reading, reducing boredom in reading, students’ curiosity on reading text content, and students’ improvement on higher order thinking skills when assessed using authentic performance-based assessments

Summary

Introduction

One of the changes in Indonesia latest curriculum deals with the assessments of the learning outcomes in that there is a shift from a product- oriented test toward process-and-product based tests using authentic assessments. Mueller (2005) explains that authentic assessment is a form of assessment in which students are asked to perform real-world tasks that demonstrates meaningful application of essential knowledge and skills. Mueller (2005) explains that authentic assessment is a form of assessment in which students are asked to perform real-world tasks that demonstrates meaningful application of essential knowledge and skills. The importance of such assessment of real-life-situation-based performance becomes more crucial in identifying students’ language abilities (Ataç, 2012). Sumardi (2017) asserts that multiple choice test is considered practical as a more accessible assessment technique for English language teachers because it is easy to correct and to administer in a large class A study on English national examination conducted by Sabrina (2016) revealed that the questions in the examination were proven to be practical as all of them were in multiple choice format. Sumardi (2017) asserts that multiple choice test is considered practical as a more accessible assessment technique for English language teachers because it is easy to correct and to administer in a large class

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