Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices

Dalam linguistik gunaan, fenomena di mana ujian mempengaruhi pengajaran dan pembelajaran dikenali sebagai washback atau backwash oleh banyak pendidik (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Oleh kerana washback memainkan peranan yang penting dalam pengajaran dan pe...

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Main Author:	Aldawood, Saad Fahad
Format:	Thesis
Language:	English
Published:	2016
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/31599/1/SAAD_FAHAD_ALDAWOOD_24.pdf
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id	my-usm-ep.31599
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spelling	my-usm-ep.315992019-04-12T05:25:22Z Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices 2016-03 Aldawood, Saad Fahad L7-991 Education (General) Dalam linguistik gunaan, fenomena di mana ujian mempengaruhi pengajaran dan pembelajaran dikenali sebagai washback atau backwash oleh banyak pendidik (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Oleh kerana washback memainkan peranan yang penting dalam pengajaran dan pembelajaran, pihak yang terlibat dalam proses pengajaran dan pembelajaran perlu memahami konsep washback ini sebagai satu fenomena pendidikan yang umum, dan bagaimana konsep ini boleh dimanipulasikan secara positif. Penilaian secara berterusan (Continuous assessment/CA) telah diperkenalkan sebagai sebahagian daripada ujian dan inovasi penilaian dalam sistem pendidikan Saudi. CA bertujuan menggantikan penilaian tradisional (penilaian sumatif) untuk menilai prestasi dan pencapaian pelajar dengan lebih berkesan di samping menambahbaikkan proses pengajaran dan pembelajaran secara keseluruhan. Kajian ini mengkaji persepsi guru terhadap faedah washback dalam CA dan kesannya terhadap pengajaran dan pembelajaran subjek Bahasa Inggeris. Secara khususnya, kajian ini juga mengkaji kesannya terhadap amalan guru di kolej Technical and Vocational Training Corporation (TVTC) di Saudi Arabia. In applied linguistics, the phenomenon of tests’ influences on teaching and learning is denoted by many educationalists as “washback” or “backwash” (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Because of the significant role that washback plays in instruction and learning, those connected to the learning and teaching processes are required to completely understand the concept of washback, as a common educational phenomenon, and how to manipulate it in a positive way. Continuous assessment (CA) has been introduced as a part of the examination and assessment innovation in the Saudi educational system. CA is intended to substitute the traditional assessment (summative assessment) to better assess and evaluate students' performance and achievement and improve the whole process of teaching and learning. This study investigates teachers' perception of the beneficial washback of CA and its impact on the English teaching and learning; and, more specifically, its impact on teachers' practices at the Technical and Vocational Training Corporation (TVTC) colleges in Saudi Arabia. 2016-03 Thesis http://eprints.usm.my/31599/ http://eprints.usm.my/31599/1/SAAD_FAHAD_ALDAWOOD_24.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan (School of Educational Studies)
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Aldawood, Saad Fahad Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
description	Dalam linguistik gunaan, fenomena di mana ujian mempengaruhi pengajaran dan pembelajaran dikenali sebagai washback atau backwash oleh banyak pendidik (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Oleh kerana washback memainkan peranan yang penting dalam pengajaran dan pembelajaran, pihak yang terlibat dalam proses pengajaran dan pembelajaran perlu memahami konsep washback ini sebagai satu fenomena pendidikan yang umum, dan bagaimana konsep ini boleh dimanipulasikan secara positif. Penilaian secara berterusan (Continuous assessment/CA) telah diperkenalkan sebagai sebahagian daripada ujian dan inovasi penilaian dalam sistem pendidikan Saudi. CA bertujuan menggantikan penilaian tradisional (penilaian sumatif) untuk menilai prestasi dan pencapaian pelajar dengan lebih berkesan di samping menambahbaikkan proses pengajaran dan pembelajaran secara keseluruhan. Kajian ini mengkaji persepsi guru terhadap faedah washback dalam CA dan kesannya terhadap pengajaran dan pembelajaran subjek Bahasa Inggeris. Secara khususnya, kajian ini juga mengkaji kesannya terhadap amalan guru di kolej Technical and Vocational Training Corporation (TVTC) di Saudi Arabia. In applied linguistics, the phenomenon of tests’ influences on teaching and learning is denoted by many educationalists as “washback” or “backwash” (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Because of the significant role that washback plays in instruction and learning, those connected to the learning and teaching processes are required to completely understand the concept of washback, as a common educational phenomenon, and how to manipulate it in a positive way. Continuous assessment (CA) has been introduced as a part of the examination and assessment innovation in the Saudi educational system. CA is intended to substitute the traditional assessment (summative assessment) to better assess and evaluate students' performance and achievement and improve the whole process of teaching and learning. This study investigates teachers' perception of the beneficial washback of CA and its impact on the English teaching and learning; and, more specifically, its impact on teachers' practices at the Technical and Vocational Training Corporation (TVTC) colleges in Saudi Arabia.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Aldawood, Saad Fahad
author_facet	Aldawood, Saad Fahad
author_sort	Aldawood, Saad Fahad
title	Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_short	Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_full	Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_fullStr	Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_full_unstemmed	Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
title_sort	washback of continuous assessment in efl classrooms in saudi arabia: teachers’ perceptions and practices
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Ilmu Pendidikan (School of Educational Studies)
publishDate	2016
url	http://eprints.usm.my/31599/1/SAAD_FAHAD_ALDAWOOD_24.pdf
_version_	1747820459664080896

Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices

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