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The Sociocultural Activity of High Stakes Standardised Language Testing pp 231–243Cite as

Expanding the Concept of Washback

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Part of the book series: English Language Education ((ELED,volume 12))

Abstract

The concluding chapter of this book posits a new situated model of washback – one that combines the process of learning in response to a test at both the micro and macro level of learner activity. A chief contribution of the model is that it underscores the powerful influence of interrelated and interdependent stakeholders in directing the washback effect of a test. In light of this wider sociocultural conceptualisation of washback, this chapter further discusses important implications and perhaps obligations for the test makers, the wider community, teachers, researchers and for learners themselves.

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Authors and Affiliations

  1. Auckland, New Zealand

    Dawn Karen Booth

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  1. Dawn Karen Booth
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Booth, D.K. (2018). Expanding the Concept of Washback. In: The Sociocultural Activity of High Stakes Standardised Language Testing. English Language Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-70446-3_11

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  • DOI: https://doi.org/10.1007/978-3-319-70446-3_11

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-70445-6

  • Online ISBN: 978-3-319-70446-3

  • eBook Packages: EducationEducation (R0)

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