Washback effect of achievement testing in Brazilian regular education : keeping an eye on motivation to learn EFL / O efeito retroativo da avaliação de rendimento de alunos do ensino fundamental : um olhar sobre a motivação para aprender lingua estrangeira

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

Achievement testing in English as a foreign language has reflected educational problems in Brazil , such as the lack of students involvement, low achievement and demotivation. Our aim in this research is to approach the interrelation between assessment and motivation to learn EFL. Our specific aims are to know: what is the effect of formative assessment on the students motivational orientation to learn EFL, and how formative assessment affects the students awareness of learning and competence. In order to achieve these aims, ethnographic research methods were employed to describe students perceptions and motivational orientations facing assessment, which was essentially summative at first, then combined with formative assessment, introduced in the second quarter. Our analysis revealed the complex relation between assessment and motivation, which is mediated by the teacher. To describe such relation, we discussed concepts such as washback effect (ALDERSON &WALL, 1983; CHENG, 1997 E 2005; SCARAMUCCI, 2000, 2004), assessment (BACHMAN &PALMER, 1996; GENESEE &UPSHUR; REA DICKINS, 2001, 2006; SCARAMUCCI, 1998, 2000) and motivation (BZUNECK, 2001; BORUCHOVITCH et alii, 2001, 2004; DORNYEI &OTTÓ, 1998). Results show that high achievers changed little in their perceptions and motivation to learn EFL, being intrinsically motivated throughout the school year. Medium achievement students showed changes in their perceptions and motivation, revealing flexible motivational orientations. Finally, low achievers showed small changes in their perception and motivational orientations, which are certainly meaningful considering their low levels of motivation at the beginning of this research. We conclude with some theoretical and practical implications for the studies in assessment and in motivation and for the teaching and learning scenario of English as a foreign language in Brazilian regular schools

ASSUNTO(S)

motivation avaliação formativa rendimento escolar motivação school achievement washback formative assessment efeito retroativo

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