Students' perception of the CET4 listening and test preparation practices: Implications for washback

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Abstract

The paper reports the findings of a qualitative study exploring relations between students' perceptions of CET4 listening and their test preparation practices. Data were collected through an open-ended questionnaire and follow-up small group discussions. Sixty-two students in 12 groups participated in this study. Both intended and unintended constructs were identified in students' perceptions, indicating that CET4 listening paper assesses a wider spectrum of constructs than what are intended. Perceptions of unintended and irrelevant constructs have clear influence on some students' test preparation practices. While perceived overall importance of CET-4 relates to students' approach to test preparation, weight of individual sections and perceived difficulty interact to affect test preparation. In conclusion, a set of relations is proposed to be verified statistically. Copyright © 2008 Office of Research, Faculty of Education, University of Hong Kong.
Original languageEnglish
Title of host publicationResearch studies in education
EditorsRobin Rochelle MELLECKER, Yau-ho Paul WONG, Kam-hung Leo YU
PublisherOffice of Research, Faculty of Education, University of Hong Kong
Pages32-47
Volume6
ISBN (Print)9789628093496
Publication statusPublished - Dec 2008

Citation

Xie, Q. (2008). Students' perception of the CET4 listening and test preparation practices: Implications for washback. In R. R. Mellecker, Y.-H. P. Wong & K.-H. L. Yu (Eds.), Research studies in education (Vol. 6, pp. 32-47). Hong Kong: Office of Research, Faculty of Education, University of Hong Kong.

Keywords

  • Washback
  • Perception of assessment
  • Test preparation practices

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