KIỂM TRA - ĐỘNG LỰC THAY ĐỔI TRONG GIÁO DỤC: XÁC ĐỊNH TÌNH HÌNH TÁC ĐỘNG DỘI NGƯỢC VÀ KHẢ NĂNG TÁC ĐỘNG THÚC ĐẨY

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Tác giả: Allan Gordon

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài 2020

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Bộ sưu tập: Metadata

ID: 397512

Thêm vào giỏ Liên kết toàn văn

Mặc dù mục đích chính của các bài kiểm tra là đo lường năng lực thí sinh, nhưng không có gì lạ khi các bài kiểm tra được triển khai trong các hệ thống giáo dục với mục đích, ít nhất là một phần, để thúc đẩy sự thay đổi trong thực tiễn giáo dục bằng cách đưa ra yêu cầu mà giáo viên và người học được hi vọng có thể đáp ứng. Tuy nhiên tác động của kiểm tra đánh giá lên hoạt động dạy và học (tác động dội ngược - washback) không phải là điều duy nhất có thể xảy ra và cũng thường không xảy ra đúng như mong muốn. Nghiên cứu này thu thập các ý tưởng khác nhau nhằm đưa ra các khả năng khác. Mô hình đưa ra liên quan tới các khái niệm "điều chỉnh bài thi" (adaptive implementation) và "điều chỉnh hệ thống" (programmed implementation) được lấy từ mô hình của Henrichsen về các điều chỉnh mang tính đổi mới trong hệ thống giáo dục. Tác động của kiểm tra đánh giá lên hoạt động dạy và học (washback) được cho thấy diễn ra song song nhưng cũng riêng biệt với điều chỉnh hệ thống (programmed implementation). Bức tranh toàn cảnh được hoàn thiện với khái niệm của Lier về "wash-forward" - tác động của hoạt động dạy và học lên kiểm tra đánh giá, một khái niệm được đưa ra lần đầu tiên vào năm 1989 nhưng sau đó đã dần bị lãng quên. Tác động thúc đẩy hoạt động dạy và học lên kiểm tra đánh giá (wash-forward) được minh họa bằng một ví dụ từ việc triển khai Bài thi tiếng Anh quốc gia National Matriculation English Test (NMET) tại Trung Quốc. Ví dụ này nhằm đưa ra một góc nhìn dễ hình dung, mới mẻ, và đầy đủ hơn về các quá trình giới thiệu một bài thi mới trong chiến lược thúc đẩy những thay đổi trong thực tiễn dạy và học
một ví dụ rất phù hợp với phong trào hướng tới kiểm tra đánh giá bốn kỹ năng tiếng Anh hiện nay ở Đông Á và trên toàn thế giới., Tóm tắt tiếng anh, Whilst the primary aim of tests is to measure ability, it is not uncommon for tests to be deployed in education systems with the intention, at least in part, of driving change in educational practice by making demands that teachers and learners are expected to meet. Washback is one way by which teaching and learning practices may adapt to a new test, but it is not the only possibility and often fails to occur as intended. This paper seeks to draw together ideas from different sources to place washback in the context of other possibilities. The concepts of adaptive implementation and programmed implementation are taken from Henrichsen's hybrid model of the diffusion/implementation of innovation in education systems. Washback is shown to act in parallel to but distinct from programmed implementation. The picture is completed with van Lier's concept of wash-forward, first outlined in 1989 but subsequently neglected in the literature. Wash-forward is illustrated with an example from the implementation of the National Matriculation English Test (NMET) in China. The intention is to provide an easily visualised, refreshed and more complete perspective on the processes operating when a new test is introduced as part of a strategy aimed at driving changes in teaching and learning practices
a scenario which is very relevant to the current movement towards four-skills English testing in East Asia and around the world.

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