{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79888"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79888","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Examining the Potential Washback of a New Large -Scale English Proficiency Test: Aligning Tests, Teaching, and Learning","abstract":"This study investigated the potential washback of the Integrated Task on classroom practices. The Integrated Task is a writing task on a new English language proficiency test developed to assess English language learners (ELLS) in grades K-12. This study was conducted in an elementary school in the Midwest. Participants in the study included an ESL teacher, twelve ELLS and thirteen ESL experts. Data were collected using multiple instruments including a content evaluation of the Integrated Task, classroom observations, interviews with the teacher and students, think-aloud protocols, and analysis of the students written products. Results of this study highlighted the relationship among the Integrated Task, ESL writing instruction, and students' writing processes and written products. The findings suggest that there are matches and mismatches between the task and classroom practices. This alignment could potentially inform test developers about changes that could be made to the task.","abstract_html":"This study investigated the potential washback of the Integrated Task on classroom practices. The Integrated Task is a writing task on a new English language proficiency test developed to assess English language learners (ELLS) in grades K-12. This study was conducted in an elementary school in the Midwest. Participants in the study included an ESL teacher, twelve ELLS and thirteen ESL experts. Data were collected using multiple instruments including a content evaluation of the Integrated Task, classroom observations, interviews with the teacher and students, think-aloud protocols, and analysis of the students written products. Results of this study highlighted the relationship among the Integrated Task, ESL writing instruction, and students' writing processes and written products. The findings suggest that there are matches and mismatches between the task and classroom practices. 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