자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Contents: J.C. Alderson, Foreword. L. Cheng, Y. Watanabe, A. Curtis, Preface. Part I: Concepts and Methodology of Washback. L. Cheng, A. Curtis, Washback or Backwash: A Review of the Impact of Testing on Teaching and Learning. Y. Watanabe, Methodology in Washback Studies. S. Andrews, Washback and Curriculum Innovation. Part II: Washback Studies From Different Parts of the World. B. Stecher, T. Chun, S. Barron, The Effects of Assessment-Driven Reform on the Teaching of Writing in Washington State. N. Saville, R. Hawkey, The IELTS Impact Study: Investigating Washback on Teaching Materials. B. Hayes, J. Read, IELTS Test Preparation in New Zealand: Preparing Students for the IELTS Academic Module. C. Burrows, Washback in Classroom-Based Assessment: A Study of the Washback Effect in the Australian Adult Migrant English Program. Y. Watanabe, Teacher Factors Mediating Washback. L. Cheng, The Washback Effect of a Public Examination Change on Teachers' Perceptions Toward Their Classroom Teaching. L. Qi, Has a High-Stakes Test Produced the Intended Changes? I. Ferman, The Washback of an EFL National Oral Matriculation Test to Teaching and Learning.

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Washback in Language Testing Research Contexts and Methods

There is some evidence to suggest that tests have washback effects on teaching and learning (Alderson & Wall, 1993). The extensive use of test scores for various educational and social purposes in society nowadays has made the effect of washback a distinct educational phenomenon. This paper presents preliminary research findings on the washback effect of the Hong Kong Certificate of Education Examination (HKCEE) in English in Hong Kong secondary schools by employing various methodological techniques such as two questionnaires, interviews and classroom observations in sampled schools in Hong Kong. It further discusses the nature of washback effect, the major teaching and learning aspects influenced by it, the different stages of washback effect, and the types of washback effects observed. Preliminary results indicate that washback effect works quickly and efficiently in bringing about changes in teaching materials, which is due largely to the highly adaptable and commercial nature of Hong Kong society, and...

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How Does Washback Influence Teaching? Implications for Hong Kong

The testing and examination history in China can be traced back to the imperial period nearly two thousand years ago. The existence of English language testing (tests), on the other hand, has a much shorter history. These English tests, developed and administered over the past 20 years, however, are taken by billions of learners of the English language in China. To many of these learners, doing well on these tests are the key to their academic success as well as the success of their life in general. The paper will first introduce major tests and examinations of English designed and administered in China, then provide an overview of the current research in language testing that has been conducted by Chinese researchers and published in Chinese academic journals over the past 10 years. This paper will focus on the discussion of the issues and concerns of language testing within the Chinese context.

The Key to Success: English Language Testing in China.

Despite persistent assertions of washback (the influence of testing on teaching and learning) limited research studies have been undertaken on the subject. Even fewer studies have made use of quantitative and qualitative methods to examine washback. This book, at the intersection of language testing and teaching practices/programs, investigates the impact of the introduction of the 1996 Hong Kong Certificate of Education in English, a high-stakes public examination, on classroom teaching and learning in Hong Kong secondary schools. The washback effect was observed initially at the macro level, including different parties within the Hong Kong educational context, and subsequently at the micro level, in terms of the classroom, including aspects of teachers' attitudes, teaching content and classroom interactions. Further, the book offers insights into the concept that a test can be used as a change agent to encourage innovation in the classroom.

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Changing Language Teaching through Language Testing: A Washback Study

Washback or backwash, a term now commonly used in applied linguistics,
refers to the influence of testing on teaching and learning (Alderson & Wall,
1993), and has become an increasingly prevalent and prominent phenomenon in education-“what is assessed becomes what is valued, which becomes what is taught” (McEwen, 1995a, p. 42). There seems to be at least
two major types or areas of washback or backwash studies-those relating
to traditional, multiple-choice, large-scale tests, which are perceived to
have had mainly negative influences on the quality of teaching and learning
(Madaus & Kellaghan, 1992; Nolan, Haladyna, & Haas, 1992; Shepard, 1990),
and those studies where a specific test or examination1 has been modified
and improved upon (e.g., performance-based assessment), in order to exert
a positive influence on teaching and learning (Linn & Herman, 1997; Sanders
& Horn, 1995). The second type of studies has shown, however, positive,
negative, or no influence on teaching and learning. Furthermore, many of
those studies have turned to focus on understanding the mechanism of
how washback or backwash is used to change teaching and learning
(Cheng, 1998a; Wall, 1999).

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Liying Cheng

Papers

Washback in Language Testing Research Contexts and Methods

How Does Washback Influence Teaching? Implications for Hong Kong

The Key to Success: English Language Testing in China.

Changing Language Teaching through Language Testing: A Washback Study

Washback or Backwash: A Review of the Impact of Testing on Teaching and Learning.