Washback of Spanish university entrance examination on chemistry teaching in upper secondary education

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-07-04 DOI:10.1080/0969594X.2022.2118664

Almudena de la Fuente Fernández, M. C. Calvo Pascual

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引用次数: 1

Abstract

ABSTRACT The washback effect is particularly relevant when it comes to high-stakes tests, such as university entrance exams. This article presents a research study performed with the aim of determining the current influence of these exams on the teaching of chemistry in upper secondary education. The study was based on a questionnaire distributed among chemistry teachers ‒447 participants‒ from across Spain. The results show that the chemistry content taught in upper secondary education is closer to what is requested in university entrance exams than to what teachers themselves believe to be important for students to learn. For the aspects examined, significant differences between regions were observed; in fact, relevant changes in the curriculum taught and the teaching methodology were apparent in those regions that incorporated content in their tests which was distinct from the traditional approach. Based on the findings, some implications and suggestions are drawn for future university entrance exams.

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西班牙高考对高中化学教学的反拨作用

当涉及到高风险的考试，如大学入学考试时，反拨效应尤其重要。本文提出了一项研究，旨在确定这些考试对高中化学教学的影响。这项研究基于一份调查问卷，调查对象是来自西班牙各地的447名化学教师。结果表明，高中教育中讲授的化学内容更接近大学入学考试的要求，而不是教师自己认为对学生重要的学习内容。对于检查的方面，观察到区域之间的显着差异;事实上，在那些将不同于传统方法的内容纳入考试的地区，所教授的课程和教学方法的相关变化是明显的。在此基础上，提出了对未来高考的启示和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.