Washback Effect Research Articles

The effects of digital economy on manufacturing resource allocation efficiency across Chinese cities: a spatial economic perspective

ABSTRACT The development of digital economy provides significant impacts on spatial distribution of industries. Using microdata from Chinese manufacturing enterprises and adopting a spatial economic perspective, this study reveals that the digital economy exerts non-linear impacts on resource allocation. As the level of urban digital economy improves, the efficiency of manufacturing resource allocation shows an inverted U-shaped trend, and high hierarchy cities exhibit higher critical values. The study finds a positive spatial correlation in manufacturing resource allocation efficiency across cities; however, the growth of digital economy in neighbouring cities may lead to backwash effects and impede local improvements in allocation efficiency. The mechanism analysis indicates that the digital economy primarily affects spatial resource allocation through urban agglomeration economies and diseconomies. Consequently, economic agents and policy makers in cities should consider the dual effects of ‘location optimization’ and ‘transforming the economy from substantial to fictitious’ during digital transformation processes to select optimal development paths and improve allocation efficiency.

Teacher Factors as a Mediator between Teaching and Testing at the Higher Education Level

The washback effects of high-stakes tests have become conspicuous and prevalent in Thai educational contexts. Yet, researchers in language assessment still have much to strive towards to understand the nuanced role of teacher factors as a mediator between the washback effects of high-stakes tests and teaching. This study aimed to investigate how teacher factors mediated between the Srinakharinwirot University Standardized English Test (SWU-SET), an exit examination for undergraduate students at a Thai public university in Thailand, and teaching. A mixed-methods design was implemented in this study. The researchers asked 25 full-time university teachers to complete a questionnaire, and five of them were purposively selected to be the informants for an interview and reflective journals. Descriptive statistics and content analysis were employed for data analysis. The main findings revealed that teacher factors (i.e., knowledge, beliefs, and experience) mediated between the SWU-SET and teaching. A smorgasbord of teacher knowledge of such tests and assessment literacy, beliefs in test writer integrity and professionalism, and experience in test development and taking tests could help induce the intended washback. Finally, this study also proposed a model of mediating factors and the washback effects of the SWU-SET on teaching to help stakeholders make informed decisions on teaching.

WASHBACK EFFECTS OF ONLINE ASSESSING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

The Covid-19 pandemic has altered the educational landscape. This is due to the fact that traditional classroom learning has been replaced with online learning. Even if the learning and assessment take place at home, teachers must be able to offer an effective learning process and assessment. The impact of testing on teaching and learning is known as washback. Teachers appear to play a significant part in developing different types of washback by examining the probable positive and negative washback that tests may cause at the micro and macro levels. In other words, the teachers' beliefs play an important role in influencing the washback effect. This study aims at explaining washback effect of online students’ assessment on reading comprehension in narrative text. Secondly, to describe students’ engagement in following online learning and assessing of reading comprehension. It employed qualitative method and descriptive research design. Data collection techniques used observation, online reading test, interview, and documentation. Meanwhile, data analysis techniques implemented data reduction, data display, data verification. The research participants were 32 the seventh graders of an Islamic secondary school in Semarang regency. The results show that narrative reading text used folklore digital storytelling namely The Crying Stone. The reading comprehension test consisted of forty items, they were short answer, close test, true or false, vocabulary development, matching, and references. Based on the data, there are two types of washback effects namely negative washback effect and positive washback effect. Positive and negative washback effect covered formative assessment and summative assessment. They are included assessment as learning, assessment for learning, and assessment of learning. Positive washback effects made students have eagerness to be autonomous learners. Students had high motivation and well-prepared in joining reading class. Meanwhile students had difficulties in learning and follow the reading assessment because of bad internet connection as negative washback. Sometimes some parents were not able to buy internet data package.

What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics

Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics emphasise preservice teachers’ dispositions and whether they implement protocols correctly. Others emphasise their capacity for reasoning in context. These positions call for teacher educators and policymakers to interrogate where the emphasis is in their own assessments.

Face validity and washback effects of the shortened PTE Academic: insights from teachers in Mainland China

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers’ perceptions and teaching practices, areas previously underexplored in language assessment literature. It focuses on the implications of the test’s modifications, examining the face validity and washback effects through the lens of teachers in mainland China. Semi-structured interviews with four experienced PTE Academic test trainers, who were familiar with both the original and revised test formats, reveals that the revised PTE Academic is perceived to maintain strong face validity, particularly noted in its academic authenticity, balanced skill structure, and perceived result accuracy. Additionally, most teachers perceived an increase in test difficulty. A mixed washback effect was observed: while improvements in students’ language competence—a positive outcome—were noted, teachers also reported a continued reliance on teaching test-oriented strategies for higher-scoring tasks, indicating negative washback. This study highlights the significant implications of reducing PTE Academic’s duration and offers targeted recommendations for its future improvement. These suggestions aim to enhance students’ academic language skills, thereby better aligning PTE Academic with the practical language abilities required in university settings.

Simultaneous nitrogen and phosphorus removal in water supply sludge biofilter: Focus on the impact of backwashing and microbial community analysis

The effect of backwashing on pollutant removal performance and microbial communities in the denitrification biofilter (DNBF) is a current research blind spot. Therefore, water supply sludge biofilters were constructed to investigate the effects of different backwashing conditions on nitrogen (N) and phosphorus (P) removal, and the microbial community structure and metabolic pathways were analyzed. Studies indicated that backwashing dislodged the biofilm and reduces pollutant removal. As the biofilm gradually rebuilt, the DNBF operation returned to normal. Chemical oxygen demand (COD), total nitrogen (TN) and total phosphorus (TP) were removed at 60 %, 100 %, and 50 % after backwashing for 1 h with a 10 min air flush and 5 min water flush. Proteobacteria, Bacteroidetes and Firmicutes were easily enriched in the biofilm to act on pollutants during the process. Meanwhile, backwashing promoted Brevundimonas, while prolonged backwashing reduced the abundance of Chryseobacterium, Acinetobacter and Hyphomicrobium. This process affected microbial interactions and metabolism being the predominant functional classification. This study provides ideas for backwashing for pollutant removal in the DNBF.

Washback Effect Assessment of Mahārah Istimā' using Google Form

Assessment has specific effects on learning, both positive and negative effects. In this case, assessment should encourage the implementation of better learning. This survey research aims to analyze the positive and negative effects of the mahārah istimā’ assessment using Google Forms or what is also called the washback effect. The respondents in this research were 43 PAI I FTK UIN Imam Bonjol Padang students. In this regard, data was collected through observation techniques, questionnaires, and interviews. As a primary data collection technique, the questionnaire covers three aspects: exam preparation strategies, learning attitudes, and learning materials. Then, the collected data was analyzed using descriptive statistics. The research results show that the total scores for each aspect are 37.4, 3.8, and 3.89, respectively. In other words, these aspects are included in the "excellent" category. Thus, based on these three aspects, the mahārah istimā’ assessment using Google Forms positively impacts learning. This research contributes practically to the experience of the mahārah istimā’ test using Google Forms. For future research, explore longitudinal effects, compare assessment methods, and study the sustainability of positive impacts. Also, analyze educators' perspectives and use qualitative data for deeper insights into assessment dynamics and student learning experiences, refining mahārah istimā’ assessment on digital platforms like Google Forms

Social and Cultural Factors Beyond Washback of the National Examination: Exploring the Impact of High-Stakes Testing in Indonesian Secondary Schools from Teachers’ Experiences and Sociocultural Factors

This article investigates the conditions that cause a negative washback impact on English as language teaching (ELT) in Indonesian secondary schools. I interviewed eight English teachers to learn about the factors influencing their pedagogical choices for the test. This research draws on the literature of washback research and empirical evidence for the notion that contextual factors and external social cultural elements may have a significant role in defining the form of washback. Emphasizing the causal relationship concerning instruction and testing may be unduly simplified if it only covers its washback effect on the teachers and their teaching practices. High-stakes testing could impact several factors beyond learning and teaching activities. It may include elements in which teaching and testing are embedded. The findings of this study implied social and cultural factors influence the washback effect of the national examination, including social pressure, collectivism, curriculum alignment, and fairness. This study demonstrated how schools used test results as a source of promotion to provide stakeholders with the knowledge they needed to fully engage in the marketized educational system. The conclusions of this article have significant implications for school administrators and policymakers.

Enhancing gravity-driven membrane system performance in shale gas wastewater treatment: Effect and mechanism of sodium acetate solution backwashing

The low-carbon gravity-driven membrane (GDM) filtration technology has great potential for treating highly decentralized shale gas wastewater (SGW), but its performance requires further enhancement. This study explores the effects and underlying mechanisms of sodium acetate (NaAc) solution backwashing on enhancing GDM system performance in SGW treatment. Results indicated that NaAc solution backwashing for 30 min per day significantly improved the stable flux, organic matter removal rate, and total organic nitrogen removal rate by 64%, 176%, and 1085%, respectively. Structural and compositional analysis of the biofouling layer revealed that NaAc solution backwashing effectively reduced its thickness and coverage, thereby diminishing filtration resistance and enhancing stable flux. Furthermore, comparative analysis with pure water backwashing and evaluations of microbial community structures demonstrated that NaAc solution, as a carbon source, substantially stimulated microbial activity and growth, and optimized the microbial community within the biofouling layer. Specifically, NaAc solution backwashing selectively enriched functional microbes with denitrification and organic degradation abilities, such as Roseovarius, Marinobacter, Bacillus, and Citreitalea, thereby augmenting the GDM system’s nitrogen and carbon removal capabilities. Overall, the performance improvements observed were primarily attributed to the physical cleaning effects and bioaugmentation function provided by NaAc solution. This study offered valuable insights for designing and optimizing backwashing strategies in the GDM system.

The washback effect of the general aptitude test on students’ attitudes and their learning of Arabic

Many educational bureaucracies use national examinations for high-stake decision-making including certification, promotion, and qualifications. This study examines the washback effect of one of those exams, known as the General Aptitude Test (GAT), on the students’ learning of the Arabic language. Specifically, it examines students’ perceptions of the GAT and how it impacted their learning practice. Based on questionnaire responses from 548 high school students, and 12 interviews, the study finds a negative washback effect on students’ perceptions and learning. Most students expressed negative views about the GAT as it causes stress, and they perceive that it is a barrier to their university admission. In terms of using the GAT results, findings reveal that many students did not change their learning due to the mismatch between test content, learning, and teaching activities. This study provides important evidence about students, perceptions of and influence of GAT on their learning. We discuss the implications of these findings in minimizing the negative washback effect. Keywords: General Aptitude Test; Students’ Attitude; Washback effect

Leveraging the AAPPL to promote positive washback in K‐12 language teaching

AbstractIn 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.

A Study on the Backwash Effect of International Talent English Exam on Students' English Learning—Teaching Based Backlash Promotes Student Learning Strategy Adjustment

With the acceleration of globalization, English has become the main language for international communication, and various English exams have also emerged. The International Talent English Examination (ETIC), also known as the National Talent Examination, is a standardized examination that evaluates students' English proficiency. Its implementation has a direct impact on their English learning. On the basis of literature review, questionnaire survey, interview, and classroom observation, this study comprehensively adopts a data analysis method combining descriptive statistics and qualitative analysis to explore the backlash effect of the National Talent Examination on student English learning, that is, to clarify the impact of ETIC on student English learning, and how to promote student learning through exam feedback.

Investigation of fouling in perfusion cell culture processes using alternating tangential flow filtration

Microfiltration membranes are increasingly used to retain the cells inside bioreactors while continuous harvest of the desired biopharmaceutical occurs in perfusion processes. One method of microfiltration is Alternating Tangential Flow (ATF) filtration, which involves moving the cultivation broth tangentially back and forth across the membrane, which results in a backwash effect that reduces fouling. In this study, fouling was investigated with asymmetric polysulfone hollow fibers operated in ATF mode attached to a bioreactor producing a recombinant protein in Chinese Hamster Ovary (CHO) cells. Fouling was assessed through different approaches, including determination of critical flux using an improved flux-step method. Fouling was studied through measurements of Transmembrane Pressure (TMP), protein transmission, membrane pore size and staining of the membrane after operation to visualize the distribution of biological fouling inside the membrane. For critical flux determination, fluxes of up to 69 LMH were used without exceeding the critical flux. No sign of fouling was observed for the short-term (<3.5 h) critical flux experiment. However, during prolonged operation at 8.3 LMH the TMP jumped to 0.9–0.95 bar, indicating fouling. At this state, the protein transmission remains at the same high level (>88 %).

Effect of backwash as a strategy for biofouling control in the submerged ceramic membrane bioreactor for high-density cultivations: Process optimization and fouling mechanism at pilot scale

Submerged membrane bioreactors are effective tools for synergistic production of valuable compounds, cell retention in the bioreactor, and separation of products from the reaction solution. However, membrane fouling is a problem that impairs efficiency of processes involving submerged membrane bioreactors. One of the mechanical methods for efficient fouling mitigation is backwash. Therefore, this study investigated backwash as a method for mitigating biofouling in a submerged ceramic membrane bioreactor, specifically in terms of separation of Saccharomyces cerevisiae from the suspension. To identify the key factors affecting the dynamic flux and their interactions, a Fractional Factorial Design (FFD) was employed based on the key operating variables (2 levels, 5 variables). The average flux model showed a dependency on the flow rate of backwash, time between backwash cycles, backwash duration, cell concentration, and separation process time (adjusted R2 = 0.99). Furthermore, the effect of backwash on flux recovery was assessed in comparison to separation processes without backwash. It was found that after the application of backwash, up to 100 % of the initial flux could be recovered. In contrast, only around 20 % of the initial flux could be maintained after the process without backwash. The optimized conditions of backwash were found to be a flow rate of backwash at 1500 mL min−1, time between backwash cycles 5 min, backwash duration 5 sec, cell concentration 20 g dry weight per liter, and separation process time 0.5 h. The mechanism of membrane fouling was determined to be the deposition of yeast cells on the membrane surface and the blocking of pores inside the membrane by sorbitan monostearate as a reagent present in the yeast suspension.

Washing performance of microbubbles on porous media

The backwashing effect of filter materials in oilfield wastewater treatment processes is essential for the efficient long-cycle operation of equipment and the reduction of hazardous waste. Recently, there has been growing interest in microbubble cleaning technology due to its exceptional cleaning efficiency for porous particles. However, the mechanism of microbubble-pore interaction and its corresponding cleaning effects remain unclear. This study investigated the performance of microbubbles in removing petroleum hydrocarbon pollutants from walnut shells, comparing them with traditional water washing and state-of-the-art ultrasound methods. Microbubble cleaning proved most efficient in removing low-viscosity petroleum hydrocarbons, followed by ultrasonic waves, both of which showed significantly higher efficacy compared to traditional water washing. When treating petroleum hydrocarbon pollutants with high viscosity, microbubble cleaning was more effective than clear water but slightly less effective than the ultrasonic wave method. Based on the analysis of clogging phenomena observed via scanning electron microscopy (SEM), the mechanism of microbubble cleaning within porous media was unveiled. Microbubbles were found to be proficient at dislodging contaminants adsorbed within secondary pores through collision and the force generated by liquid jets, as well as penetrating the small pores to eliminate pollutants from these inner spaces. Finally, an economic cost analysis of the various cleaning methods revealed that the microbubble approach is a cost-effective choice for the removal of light oil or the situations where a relatively lower removal efficiency for heavier oils is acceptable.

A Study of the Washback Effect of the Listening Test of College English Test (Band 4) on Chinese Students’ Self-Regulated Learning

A Study of the Washback Effect of the Listening Test of College English Test (Band 4) on Chinese Students’ Self-Regulated Learning

中考英语写作测试对初中英语写作教学的反拨作用研究

中考英语写作测试对初中英语写作教学的反拨作用研究

An Analysis of the Washback Effects of NMET Reading Test on Reading Teaching in Senior Middle School

An Analysis of the Washback Effects of NMET Reading Test on Reading Teaching in Senior Middle School

Washback effects of Google Meet automatic caption feature in assessing students’ pronunciation

The utilisation of technology in assessing speaking tests is not a novel concept. Conducting an analysis of the washback effect should be done following the implementation of the assessment. This research study aimed at finding the washback effects of the use of the Google Meet automatic caption feature in assessing students’ pronunciation skill. A mixed-method was employed with the embedded case study as the research design. The instrument was a survey questionnaire designed with a four-point Likert scale. It was distributed to 63 students in English subject from the first semester of Management study program in Universitas Tidar, Magelang which were selected using the purposive sampling. A descriptive statistics analysis was used to analyze the results of the questionnaire. To strengthen the data, a semi-structured interview was conducted to gain more accurate descriptive data. It was found that there are three pedagogical dimensions of washback effects: students’ attitudes, motivation, and pronunciation awareness. Based on these results, further research on the feature’s accurateness in captioning is highly suggested.

The Students' and the Teachers' Perception of the Washback Effect of the English Progress Test

Tests can directly impact educational processes in various ways. It means that the test may influence the students and the teachers. This influence is called washback or backwash. Washback or backwash is generally known as the effect of testing on teaching and learning (Djuric, 2008). The local government usually prepares formative and summative tests in the school while the teachers design the progress test. This research investigates the washback effect of the English progress test on the students and teachers in one reputable senior high school in Yogyakarta. This research used a qualitative descriptive method. Interviews and focus group discussions were used as methods of data gathering. The respondents were three English teachers and 16 students of12th-grade at a public senior high school in Yogyakarta. The research focused on how the progress test gave a washback effect to the teachers as the test developers and what the students' perception was of the washback effect of the progress test. It concluded that washback effects for teachers depended on 1) focusing on the objective of teaching, 2) the teaching materials, and 3) the teaching methodology. Meanwhile, the effects on students were 1) influencing the learning strategy, 2) preparation for doing tests, 3) improving the learning motivation, the learning mastery, and the learning-teaching atmosphere.