THE IMPACT OF CHANGES IN THE TOEFL EXAMINATION ON TEACHING AND LEARNING IN CENTRAL AND EASTERN EUROPE: PHASE 1, THE BASELINE STUDY

Dianne Wall · Tania Horák

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EFL/ESL Teaching and Learning Second Language Learning and Teaching English Language Learning and Teaching

Abstract

ABSTRACT The purpose of this report is to present the findings of the first phase in a longitudinal study of the impact of changes in the TOEFL® test on teaching and learning in test preparation classrooms. Observations were carried out and interviews conducted with teachers, students, and directors of studies at 10 institutions in six countries in Central and Eastern Europe. The findings constitute a baseline against which finding from future phases can be compared. The report includes an analysis of the types of impact originally envisaged by advisers to the new TOEFL and a discussion of factors in the educational context that may influence the types of impact that may appear once the new test is operational.

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2010The New Meaning of Educational Change 1989Educational measurement, 3rd ed.1991The New Meaning of Educational Change 2009Diffusion of Innovations 1998Language Testing in Practice 1951Educational Measurement.2015Diffusion of Innovations 2000Assessing Vocabulary

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2008Washback, Impact and Consequences 2015Review of washback research literature within Kane's argument-based validation framework 2009LANGUAGE ASSESSMENT IN EDUCATION: TESTS, CURRICULA, AND TEACHING 2008THE IMPACT OF CHANGES IN THE TOEFL EXAMINATION ON TEACHING AND LEARNING IN CENTRAL AND EASTERN EUROPE: PHASE 2, COPING WITH CHANGE 2008Recent developments in language assessment and the case of four large-scale tests of ESOL ability 2009Test review: Test of English as a Foreign Language™: Internet-based Test (TOEFL iBT®)2011

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