Washback of the new school-leaving examination in Czech language and literature on instruction in teachers' statements
Abstract
The aim of this empirical study is to research the washback effects of the new form of the school-leaving examination in Czech language and literature (CLL) on CLL instruction at upper-secondary school. Through the method of semi-structured interviews with sixteen upper-secondary school teachers we researched (1) how (according to the teachers) the form of the school-leaving examination influences CLL instruction at upper-secondary school, and (2) how CLL teachers evaluate the school-leaving examination in CLL and how this evaluation relates to the teachers' approach to instruction and exam preparation.
The results indicate that the new school-leaving examination model has brought some positive changes, but in certain aspects it contradicts the demands of current both Czech language and literature didactics and declared educational aims of current school as well.