Analyzing Washback Effect of SEPPPO* on Prospective English Teachers

dc.creator	Kemal Sinan Özmen
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:07Z
dc.date.available	2015-07-20T22:15:07Z
dc.identifier	1305-578X
dc.identifier	https://doaj.org/article/cd3e4254adca4edfa9407f85dc9785ea
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17393
dc.description	Problem Statement: High-stakes examinations are critical turning points in the professional careers of student-teachers. Little is known; however, about the degree to which these examinations affect the educational practices of the student-teachers and their approach to their program. The present study attempts to analyze the washback effect of SEPPPO, a national high-stakes examination, on prospective English teachers.Purpose of Study: This paper reports on a research study in which washback effect of "The Selection Examination for Professional Posts in Public Organizations" (SEPPPO) in Turkey. The findings may illuminate the practice of the authorities who may make a possible modification in this examination in the future.Methods: In a mix-method design, the data were obtained from 164 student-teachers following a private SEPPPO course. A survey was administered to the participants to reveal certain social and economic effects of getting prepared for the examination. The data gathered in interview sessions were utilized to provide a crystal clear portrait of the prospective teachers’ experiences about the examination.Findings and Results: The results revealed that The Selection Examination for Professional Posts in Public Organizations (SEPPPO) exerts negative and harmful effects not only on these student-teachers but also on educational faculties and families.Conclusions and Recommendations: The present study suggests that SEPPPO has serious and negative effects on teacher candidates, on families who financially support them and finally on teacher education programs. The greatest limitation of the examination seems to be the validity since it does not assess any competences critical for English teachers. Necessary measures should be taken so as to modify the examination with the goal of exerting a positive washback effect.
dc.language	English
dc.language	Turkish
dc.publisher	Journal of Language and Linguistic Studies
dc.relation	http://www.jlls.org/Issues/Volume%207/No.2/24-52-ozmen.pdf
dc.relation	https://doaj.org/toc/1305-578X
dc.source	Journal of Language and Linguistic Studies, Vol 7, Iss 2, Pp 24-52 (2011)
dc.subject	Washback effect
dc.subject	Student-teachers
dc.subject	SEPPPO
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Analyzing Washback Effect of SEPPPO* on Prospective English Teachers
dc.type	article