One of the readings we were assigned this week is a chapter in Brown and Lee (2015) called "Language Assessment: Principles and Issues." The chapter is about the shared principles and features of well-designed tests and assessments. These principles include practicality, reliability, validity, authenticity, and washback. The chapter also discusses the types of tests and assessments that are used in language learning classrooms.

One of the concepts that resonated with me was the role of washback following assessments. Brown and Lee (2015) define washback as the effects of an assessment on teaching and learning prior to and following the assessment itself. It provides students with information about their strengths and weaknesses and supports the language acquisition process by facilitating autonomy, self-confidence, identity, and the level of personal investment that students have in their own learning (Brown and Lee, 2015).

This concept resonated with me because it depicts the relationships between teachers and students as something that is mutually beneficial. Teachers provide their students with information about how they are doing and students are able to take control over their own learning. While teachers are often depicted as being in control over what learning happens in the classroom and how it is presented to students, they are meant to be a resource for students in the language learning classroom. Learning cannot happen if students are unable to take charge of their own learning and in order to do that, students need to know that they are doing right and wrong and understand the reasons why. In the language learning classroom, students are encouraged to ask questions about the feedback they have received and for clarification regarding things that they do not understand.

I have seen this relationship modeled in the ESL classroom that I volunteer in. I often wonder how much most students benefit from the feedback they receive following assessments since most of the students have limited vocabularies and speaking skills. Even if they have questions about the feedback they receive, most students are unable to articulate their thoughts into spoken language. As a result, it is difficult for the teacher and volunteers like myself to know whether we are helping or confusing students. However, there are some students who continue to develop their language skills outside of the classroom and pursue feedback. These students benefit from the washback process and ask questions for further clarification.

For an example, I had one student who was completing a worksheet where she was unscrambling vocabulary words. She asked me if she had the correct word. After I said no, she asked me why it was incorrect. I explained that there were letters in the scrambled version that were not present in the word she had marked down. As a result of the explanation, she modified her strategy as she completed the worksheet. I liked that she sought out information from me after I had said no. Asking why or why not is helpful for understanding how language works and enables students to become active learners.

In my own teaching, I want to ensure that I can provide information to my students based on what they need for clarification and understanding rather than just what I think they need. I need to be careful not to make assumptions about their needs and to provide opportunities for them to express themselves. The washback process involves both the teacher and student negotiating meaning and understanding the role of assessment throughout the learning process. It is not just the feedback provided after an assessment.

References

Brown, H. D., & Lee, H. (2015). Language Assessment: Principles and Issues. In Teaching by principles: An interactive approach to language pedagogy (4th ed., pp. 488-512). White Plains, NY: Pearson Education.

Public Domain. (2018, December 21). Bad Grade [Digital image]. Retrieved from https://openclipart.org/detail/296022/raised-hand