Washback Research in Language Assessment

David Allen is an Associate Professor at Ochanomizu University in Tokyo, Japan, where he teaches English, teaching, and applied linguistics-related courses at both undergraduate and graduate levels.

• List of FiguresList of ContributorsForewordYoshinori WatanabePart 1: Washback Fundamentals1. IntroductionDavid Allen2. Washback, impact and consequencesNick Saville, Brigita Séguis3. Theories and models of washbackAnthony Green4. Washback in test validationBarry O’Sullivan5. Washback research designs David Allen6. Data collection and analysis in washback researchTakanori SatoPart 2: Washback Contexts7. Washback and proficiency testsJohanna Motteram, David Allen8. Washback of formative/alternative assessmentRie Koizumi, Yusuke Kubo, Yo In’nami, David Allen9. Washback of standards-based assessment with school-age language learnersAlison L. Bailey10. Washback of multilingual assessmentDina Tsagari, Karin Vogt, Lucilla Lopriore11. Washback in primary/secondary K-12 contexts: Lessons learned from research in AsiaYuko Goto Butler12. Washback in Asian higher education: Current status and future directionsQin Xie13. Washback on language learning in shadow educationYaqing Shi, Kevin Wai Ho Yung14. Washback in language for professional purposes testing: A case of pilot-air traffic controller radiotelephony communicationHyejeong Kim, Eric Friginal15. Technological developments in language assessment: Implications for washbackBrigita Séguis, Tony Clark16. Conclusion: Revisiting some fundamental issues in washback research David AllenIndex

"A timely book and contemporary statement on the next steps concerning washback research. In this edited volume, David Allen makes a valuable case for the need to pursue the evolving research on washback in language assessment settings. Research of the last 30 years in a variety of contexts has set the stage for a better understanding of assessment consequences and answered initial questions, but we now must strive to gain knowledge in ways to generate positive washback; that is, to employ low stakes and high stakes assessments that enhance teaching and learning, and to integrate positive washback into the design, development, and implementation stages of these assessments. By providing washback fundamentals and current exemplary research contexts, this volume (which includes issues such as fast-paced technological developments) takes a refreshing view on capitalizing on past research, identifying gaps, and proposing a way forward to ensure our language assessments generate positive washback towards the end goal of promoting language learning. A significant contribution to the field of language assessment."- Carolyn E. Turner, McGill University, Quebec, Canada