{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125909"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125909","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Washback of the image","abstract":"Tests are claimed to be powerful determiners of what teachers do in the classroom. Several studies have been conducted on washback. Washback is the term used to describe the impact that tests have on teaching and learning. The purpose of this study was to examine the washback of the IMAGE at an elementary school in Illinois. The IMAGE (Illinois Measure of Annual Growth of English) is a standardized test that assesses the reading and writing performance of students who are learning English as a Second Language and is intended to parallel Illinois' statewide testing program for students not served in ESL and bilingual support programs. Interviews and classroom observations were conducted to collect data. The results showed little washback of the IMAGE on second language instruction. The study suggests that there are several factors that affect the washback effect of a test, such as the stakeness of the test, the background of the teacher, and the format of the test.","abstract_html":"Tests are claimed to be powerful determiners of what teachers do in the classroom. Several studies have been conducted on washback. Washback is the term used to describe the impact that tests have on teaching and learning. The purpose of this study was to examine the washback of the IMAGE at an elementary school in Illinois. The IMAGE (Illinois Measure of Annual Growth of English) is a standardized test that assesses the reading and writing performance of students who are learning English as a Second Language and is intended to parallel Illinois' statewide testing program for students not served in ESL and bilingual support programs. Interviews and classroom observations were conducted to collect data. The results showed little washback of the IMAGE on second language instruction. The study suggests that there are several factors that affect the washback effect of a test, such as the stakeness of the test, the background of the teacher, and the format of the test.","abstract_has_math":false,"creators":["Mendoza, Alexis A. Lopez"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["Davidson, Fred"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001","date_published":"2001","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language","Second Language Instruction","Classroom Observations","Washback"],"languages":["eng"],"rights":["Copyright by Alexis A. Lopez Mendoza, 2001"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125909","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Davidson, Fred"]},{"key":"dc:creator","label":"Author","values":["Mendoza, Alexis A. 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Lopez Mendoza, 2001"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125909"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Tests are claimed to be powerful determiners of what teachers do in the classroom. Several studies have been conducted on washback. Washback is the term used to describe the impact that tests have on teaching and learning. The purpose of this study was to examine the washback of the IMAGE at an elementary school in Illinois. The IMAGE (Illinois Measure of Annual Growth of English) is a standardized test that assesses the reading and writing performance of students who are learning English as a Second Language and is intended to parallel Illinois' statewide testing program for students not served in ESL and bilingual support programs. Interviews and classroom observations were conducted to collect data. The results showed little washback of the IMAGE on second language instruction. The study suggests that there are several factors that affect the washback effect of a test, such as the stakeness of the test, the background of the teacher, and the format of the test."]},{"key":"dc:title","label":"Title","values":["Washback of the image"]}]}],"canonical_facts":{"dc:contributor":["Davidson, Fred"],"dc:creator":["Mendoza, Alexis A. Lopez"],"dc:date":["2001"],"dc:description":["Tests are claimed to be powerful determiners of what teachers do in the classroom. Several studies have been conducted on washback. Washback is the term used to describe the impact that tests have on teaching and learning. The purpose of this study was to examine the washback of the IMAGE at an elementary school in Illinois. The IMAGE (Illinois Measure of Annual Growth of English) is a standardized test that assesses the reading and writing performance of students who are learning English as a Second Language and is intended to parallel Illinois' statewide testing program for students not served in ESL and bilingual support programs. Interviews and classroom observations were conducted to collect data. The results showed little washback of the IMAGE on second language instruction. The study suggests that there are several factors that affect the washback effect of a test, such as the stakeness of the test, the background of the teacher, and the format of the test."],"dc:identifier":["https://hdl.handle.net/2142/125909"],"dc:language":["eng"],"dc:rights":["Copyright by Alexis A. 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