Journal articles: 'Washback'

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Kobayashi, Miyoko. "BOOK REVIEW: Washback, Washback, Washback..." Language Assessment Quarterly 2, no. 4 (October 2005): 321–25. http://dx.doi.org/10.1207/s15434311laq0204_6.

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Mitsiaki, Maria, Nansia Kyriakou, Despo Kyprianou, Chrysovalanti Giannaka, and Pavlina Hadjitheodoulou. "Washback Effects of Diagnostic Assessment in Greek as an SL: Primary School Teachers’ Perceptions in Cyprus." Languages 6, no. 4 (November 26, 2021): 195. http://dx.doi.org/10.3390/languages6040195.

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Washback of diagnostic tools targeted to young migrant learners has been an under-researched area in the language assessment field. This paper explores teachers’ perceptions on the Greek Diagnostic Language Assessment (GDLA) tool recently introduced into the SL preparatory classes of the Cyprus primary education. The tool’s implementation coincides with the launch of a new SL curriculum. The objective is fourfold: (1) to examine GDLA’s washback effects on teaching/assessment, (2) to investigate washback’s variability with respect to several contextual variables, (3) to collect feedback on the perceived credibility of the tool, and (4) to reflect on the use of the GDLA tool as a lever of instructional reform in support of curricular innovation. The study employs a mixed-methods approach and draws on (a) quantitative data (questionnaire, 234 informants) and (b) qualitative data (interviews, 6 participants). The results indicate a positive and quite strong washback on teaching and assessment. However, they bring to the surface several misconceptions on the purpose and the implementation of diagnostic assessment, pointing to gaps in the teachers’ assessment literacy. They also bring into play school administration constraints. Finally, they imply that a diagnostic assessment aligned to a context-sensitive curriculum may bind the test to positive washback.

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Ha, Nguyen Thi Thanh. "A literature review of washback effects of assessment on language learning." SOCIAL SCIENCES 9, no. 2 (June 2, 2020): 3–16. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.2.257.2019.

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This paper reviews the empirical studies on washback effects of assessment on language learning. The study begins with the definitions of washback, its equivalent terms, and dimensions of washback. Then it summarizes the empirical studies of washback on three most frequently investigated areas, namely learners’ motivation, behaviours, and achievement. Finally, it examines the mechanism by which washback on learning is generated. The findings show how complex and context-dependent test washback is and, based on these findings, the authors provide some recommendations for future research.

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Erfiani, Nunun Nuki. "THE WASHBACK EFFECTS OF TESTING PRACTICES ON ENGLISH LANGUAGE TEACHING." IJET (Indonesian Journal of English Teaching) 7, no. 2 (December 29, 2018): 103–9. http://dx.doi.org/10.15642/ijet2.2018.7.2.103-109.

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Teachers often confused how they can get feedback from their students as one of supporting education components they need. Therefore, washback effects are important as the feedback. This essay studies the washback effects of testing practices on English language teaching. This essay covers three important parts which discuss washback effects. The first part tells the introduction which consists of background to the study, objectives of the study, and limitation of the problem. The second part clarifies English language teaching in Indonesia, English language teaching in Junior High Schools, testing practices on English language teaching, factors influence testing practices, washback effects of testing practices, and areas affected by washback. The third part reviews research studies on washback effects to explore the washback effects of testing practices on English language teaching. The last part, conclusion, is consistent with the effects of washback of testing practices on English language teaching.

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Lodhi, Muhammad Arfan, Irum Robab, Sumera Mukhtar, Hifza Farman, and Sana Farrukh. "Impact of Washback on ESL Students’ Performance at Secondary Level." International Journal of English Linguistics 8, no. 6 (September 2, 2018): 227. http://dx.doi.org/10.5539/ijel.v8n6p227.

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This descriptive study explores the impact of washback on ESL students’ performance at secondary level. In this study, the term “washback” refers to the test effect on content of curriculum, learning English, teaching and the activities conducted in classroom. The factors other than the test itself may affect positive washback; lack of positive washback does not make test invalid whereas the negative washback effect occurs when there is lack of construct validity of test. Test design and validity plays vital role in achieving positive washback (Messick, 1996). The study aims to investigate the effects of positive washback and benefits in learning and teaching processes in ESL classrooms, while negative washback effects are destructive and can be a hindrance in achieving the goals in ESL classrooms. Recent research is descriptive in nature and survey based method was adopted for this study. 50 teachers were selected by using purposive sampling technique and 100 students were selected by using simple random sampling technique. Three tools were used for this study including: Questionnaire, Test and Observation checklist. The findings of the study exhibit that negative washback effect has its influence on tests, learning and teaching. The study concludes with a realization of the fact that language pedagogy is affected by washback. However, it is claimed by majority of the teachers that washback affects the selection of teaching methods because exams stress brings pressure and it becomes necessary for English teachers to develop linguistic competence in their students. For future researches it is recommended that other studies should be made in order to find out the impact of washback on the strategies adopted by learners while learning second language.

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Atmojo, Arief Eko Priyo. "Facilitating Positive Washback through Authentic Assessment in EFL Assessment." Acitya: Journal of Teaching and Education 3, no. 2 (July 31, 2021): 226–33. http://dx.doi.org/10.30650/ajte.v3i2.2219.

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Washback has become a main concern for researchers in the field of language testing proven by numerous studies which have been done. The degree, nature, and scope of washback depend on the kinds of tests employed and the contexts where the tests are administered. This present article is aimed at discussing how authentic assessment brings positive washback in EFL assessment. It is only a literature review, not an empirical research article. This article limits and focuses the discussion on the washback at micro level which means the test effects on teaching and learning at classroom level. It addresses how authentic assessment leads to positive washback in EFL assessment. It also discusses how each form of authentic assessment can uniquely generates positive washback in EFL assessment. In conclusion, authentic assessment brings positive washback in EFL classes. It links classroom instructions to students’ real-world experiences. It is suggested for EFL teachers to be literate of how to facilitate positive washback in EFL assessment and how to employ authentic assessment in assessment practices. Some kinds of further researches are also encouraged.

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Kim, Hyun Jung, and Taeyeon Hwang. "Washback of Second Language Assessment: Focusing on Research in the International and Korean Contexts." Korea English Language Testing Association 17, no. 2 (December 31, 2022): 11–31. http://dx.doi.org/10.37244/ela.2022.17.2.11.

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Washback has been of interest in the field of second and foreign language teaching as well as testing; indeed, it has been widely discussed as one of the key test qualities. While multifaceted aspects of washback have been proposed and examined, there still remain many more unanswered questions because washback should be evaluated in relation to a specific testing and teaching/learning situation. It is therefore worth reviewing prior research and identifying gaps in the literature to address future research on washback, especially in the Korean context. This article first reviews seminal theoretical contributions to the current understanding of washback. It then introduces prior empirical research on two test types: largescale testing and classroom/school-based assessments used in both international and Korean contexts. Whereas the washback effects of representative international large-scale tests have been widely examined worldwide, there have been a limited number of studies on washback involving large-scale and classroom assessments in the Korean context. The primary focus of prior research has been on the perceptions of teachers and learners, while empirical evidence in teaching and learning is still lacking. These comprehensive, critical reviews illustrate washback effects on a range of stakeholders at different stages of teaching and learning, which contribute to addressing the need for future research on washback.

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Salmani Nodoushan, Mohammad Ali. "Washback or backwash? Revisiting the status quo of washback and test impact in EFL contexts." Studies in English Language and Education 8, no. 3 (September 16, 2021): 869–84. http://dx.doi.org/10.24815/siele.v8i3.21406.

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It has been argued in the literature on (language) testing that any act of testing/assessment can impact (a) educators’ curriculum design, (b) teachers’ teaching practices, and (c) students’ learning behaviors. This quality of any given testing situation or act of assessment has been called washback, or backwash if you will. Washback falls into the two categories of positive or negative—that is, beneficial or harmful. After an overview of the existing scholarly knowledge on washback, this paper argues that washback is not necessarily a test quality. Drawing on the notion of test method facets, the paper lends support to claims that see washback as a main function of teaching, learning, and policy-making situations or conditions rather than a quality of any given test. The paper also argues that the concepts of facet design and analysis including formal research designs, structural hypothesis testing, and measurement are inevitable and inescapable in any comprehensive model of washback. A possible borderline between backwash and washback is also proposed.

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Kuang, Qi. "A Review of the Washback of English Language Tests on Classroom Teaching." English Language Teaching 13, no. 9 (August 7, 2020): 10. http://dx.doi.org/10.5539/elt.v13n9p10.

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Scholars have long recognized the Washback effect of English language tests on English teaching inside the classroom. However, the lack of scholarly reports in this area is also nonnegligible. Therefore, the present study intends to review some empirical researches that focus on the washback of some English language tests on different aspects of classroom teaching, including the washback on course content, teaching materials, and teaching activities. Both positive and negative washback are found on these aspects and can be attributed to a number of factors, including differences in features of the test content, differences in tests’ coordination to course syllabus, differences in teachers’ adoption of teaching methods, etc. The final discussion recognizes the complicated mechanism of washback of the English language test on classroom teaching and serves to bring out some scholarly and pedagogical implications. On the one hand, future studies could focus more on how to bring out positive washback of English language tests on classroom teaching. On the other hand, pedagogical practices could take advantage of the latest scholarly findings to maximize the efficacy of the aforementioned positive washback.

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Hughes, Lee. "WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (June 27, 2021): 1–9. http://dx.doi.org/10.30743/ll.v5i1.3238.

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This study investigated awareness among native-English instructors teaching English to first year freshman students studying English at a university in Japan, and the potential effects of their chosen methods of oral evaluation on washback. Washback effect refers to the impact of testing – whether positive or negative - on teaching practices, curriculum design, and learning behaviors. Oral washback, in particular, in evaluation has seen increased importance in recent years, with more consideration given to how to provide positive oral washback in evaluations to ensure that they are as effective as possible in improving English levels. A mixed methods approach was used – a survey and interviews – with five instructors to find out about how they assess their students and how aware and how much attention they gave to possible washback effects of their chosen methods of evaluation. It was found that there is quite a variance among different instructors and knowing more about how to promote more positive oral washback to be useful in improving evaluation methods used.

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Alqahtani, Faten. "The Impact of Language Testing Washback in Promoting Teaching and Learning Processes: A Theoretical Review." English Language Teaching 14, no. 7 (June 2, 2021): 21. http://dx.doi.org/10.5539/elt.v14n7p21.

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Existing literature indicates that assessment is a critical aspect of teaching and learning language; the outcomes of testing are vital. The history of assessment can be traced back to when exams primarily served two significant purposes in China: choosing candidates for admission into government offices and preventing corruption. Washback as a concept can be traced back to the 1990s. It was advanced by Alderson and Wall in 1993 as a force that obliges test-takers and tutors to engage in particular tasks or activities due to exams. In this regard, washback is an impact that a test has on the teaching and learning process. High-stakes exams like the LOBELA demonstrate the significance of washback in the Saudi English-as-a-foreign-language context. This paper explores the mechanisms through which washback occurs in teaching and learning processes, ways to determine its validity, and different types of washback. It further highlights the impact of washback in promoting teaching and learning processes, as well as the role it plays in policy development in the educational system.   

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ALDERSON, J. C., and D. WALL. "Does Washback Exist?" Applied Linguistics 14, no. 2 (June 1, 1993): 115–29. http://dx.doi.org/10.1093/applin/14.2.115.

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Taylor, L. "Washback and impact." ELT Journal 59, no. 2 (April 1, 2005): 154–55. http://dx.doi.org/10.1093/eltj/cci030.

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Abdulhamid, Nwara, and Janna Fox. "Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience." Canadian Journal of Applied Linguistics 23, no. 2 (October 16, 2020): 168–92. http://dx.doi.org/10.37213/cjal.2020.31121.

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This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback.

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Safitri, Ida Dwi. "The Washback Effect of Cat on Students’ Learning in EFL Classroom." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 252–62. http://dx.doi.org/10.34050/els-jish.v1i3.4964.

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This study explores how the students learn after CAT (computer-assisted test) is applied in teaching and learning English. CAT employs computer applications for evaluating test takers’ performance in learning English. The main concern of this study is to investigate the washback effect of CAT on students’ learning in EFL classroom in Indonesia. Washback itself is defined as the influence of the tests or assessments in teaching and learning. It means that washback effect indicates the critical role of the tests or assessments on students, teachers and societies. In a qualitative design, the findings show that there are washback effects of CAT on students’ learning in EFL classroom.

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Hinai, Mohammed Khamis Al, and Khalid Salim Al Jardani. "Washback in Language Testing: An Exploration with a Focus on a Specific EFL Context in Oman." International Journal of English Linguistics 11, no. 1 (October 31, 2020): 68. http://dx.doi.org/10.5539/ijel.v11n1p68.

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The notion of washback has been a widespread topic in language teaching and testing literature and has been discussed and looked at from various perspectives. The significance of the topic emerges from the fact that the consequences of tests greatly determine or shape the nature of language teaching, learning, and testing. This paper aims to explore the notion of washback based on current perspectives in the literature and the needs of a specific teaching setting, which is the language Program at Oman Tourism College (OTC). The Literature Review section reviews the literature trying to shed light on the notion of washback as a core construct in language teaching and learning. The second section will discuss the influences of washback in ELT with a special reference to a teaching context. Finally, some useful implications are drawn to come up with recommendations for increasing the positive washback and reducing the negatively of it.

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Tsang, Chi Lai, and Talia Isaacs. "Hong Kong secondary students’ perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment." Language Testing 39, no. 2 (October 18, 2021): 212–38. http://dx.doi.org/10.1177/02655322211050600.

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This sequential mixed-methods study investigates washback on learning in a high-stakes school exit examination by examining learner perceptions and reported behaviours in relation to learners’ beliefs and language learning experience, the role of other stakeholders in the washback mechanism, and socio-educational forces. The focus is the graded approach of the Hong Kong Diploma of Secondary Education English Language Examination (HKDSE-English), incorporated in 2012, that allows test-takers to choose between easier and more difficult sections for reading and listening-integrated skills papers. Inductive coding of focus groups involving 12 secondary students fed into the development of the Washback on Students’ Learning questionnaire, which was administered to another 150 learners. Exploratory factor analyses of identified washback effects revealed four major types straddling different settings (classrooms, tutorial schools, learners’ personal environment), and seven categories of mediating variables pertaining to learners themselves, other stakeholders, and societal influences. Simultaneous multiple regressions identified influential clusters of mediating variables and showed the strongest predictors for each macro-level washback type varied. At least one intrinsic and one extrinsic factor category significantly contributed to all types, reaffirming learner washback as a socially situated, negotiated construct. Implications related to the consequences, use, and fairness of the graded approach are discussed.

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Rong, Li, and Peng Yi. "A Review of Studies on the Washback Effect of National Matriculation English Test (NMET) in China (2011-2020)." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (October 5, 2021): 186. http://dx.doi.org/10.21013/jems.v17.n3.p10.

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This paper reviews the washback studies in National Matriculation English Test (NMET) in the past decade (2011-2020). There are 36 Chinese works of literature collected from CNKI (China National Knowledge Infrastructure), all of which are searched by keywords "National Matriculation English Test "(NMET) and "washback effect". And This literature is divided into two levels: micro level and macro level. The micro-level includes 5 categories, and the macro-level includes 3 categories. After analyzing and discussing, the researcher finds that: (1) The research has increased sharply before 2018 and is greatly influenced by policies; (2) The proportion of empirical research is equal to that of non-material research, which is dominated by empirical research at present; (3) The research mainly involves the washback effect of NMET, its reform and test typesetting at the macro level; Micro-level listening, speaking, reading, writing, grammar filling washback. Through the analysis, it is found that the main problems of the research on the washback effect of NMET include lack of innovation, neglect of listening and speaking skills, lack of depth of research, little attention to students -the subject of the test, and neglect of the long-term effect of the washback. Finally, some suggestions are put forward based on the above problems.

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Rong, Li, and Peng Yi. "A Review of Studies on the Washback Effect of National Matriculation English Test (NMET) in China (2011-2020)." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (October 5, 2021): 186. http://dx.doi.org/10.21013/jems.v17.n3.p10.

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This paper reviews the washback studies in National Matriculation English Test (NMET) in the past decade (2011-2020). There are 36 Chinese works of literature collected from CNKI (China National Knowledge Infrastructure), all of which are searched by keywords "National Matriculation English Test "(NMET) and "washback effect". And This literature is divided into two levels: micro level and macro level. The micro-level includes 5 categories, and the macro-level includes 3 categories. After analyzing and discussing, the researcher finds that: (1) The research has increased sharply before 2018 and is greatly influenced by policies; (2) The proportion of empirical research is equal to that of non-material research, which is dominated by empirical research at present; (3) The research mainly involves the washback effect of NMET, its reform and test typesetting at the macro level; Micro-level listening, speaking, reading, writing, grammar filling washback. Through the analysis, it is found that the main problems of the research on the washback effect of NMET include lack of innovation, neglect of listening and speaking skills, lack of depth of research, little attention to students -the subject of the test, and neglect of the long-term effect of the washback. Finally, some suggestions are put forward based on the above problems.

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Putri, Ni Made Anggi Arlina, Riyadi Santosa, and Dewi Rochsantiningsih. "Authentic Assessment Implementation on Curriculum 2013: Types and Its Washback." IJET (Indonesian Journal of English Teaching) 10, no. 1 (July 31, 2021): 99–111. http://dx.doi.org/10.15642/ijet2.2021.10.1.99-111.

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A significant change in education instructional goals effects assessment techniques used to evaluate students’ progress. The root of this phenomenon highly offers to authentic assessment as an alternative assessment. This study deals with authentic assessment implementation and its effects within teaching and learning in the context of Year 7 English students. It employs case study to get a in-depth understanding of the case. Data of the study were gained from deep-interview, observation, and document analysis. While, the data were analyzed by using Interactive model involving data reduction, data displays and conclusions: drawing/verification. The study finds that the relevance of implementation of authentic assessment becomes the main factor of determining its washbacks. Since most the authentic assessment stages undertaken by teachers are in line with National Regulation on how the assessment is designed and implemented, it provides more positive washbacks for both teachers and students such as motivated to be more creative and innovative in teaching and learning process. Nevertheless, the administration of assessment as guided by the government had a negative effect to teachers since it makes them feel overburdened and stressed. Keywords: authentic assessment, curriculum, washback Effect

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Zeng, Shu. "The Backwash Effect of IELTS on English Teaching in China." World Journal of Educational Research 9, no. 2 (February 24, 2022): p29. http://dx.doi.org/10.22158/wjer.v9n2p29.

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The influence of language testing on curriculum design, teaching methods, and learning habits is referred to as the “washback effect.” This effect has an impact on the decisions made by students and teachers. Teachers may, for example, teach to a test, or learners may concentrate on parts of language acquisition that will be tested in their future courses. In language testing, the washback effect is usually categorised as either negative or positive, with the latter being referred to as wash-forward. When definitions of language competence are excessively narrow, it can be destructive to more flexible methods to language education; nevertheless, it can be useful when effective teaching techniques occur. Washback may also be helpful or bad depending on whether it aids or hinders the achievement of educational objectives. Teaching the curriculum becomes the same as teaching to the test if a test has positive washback. When there is a mismatch between the declared aims of teaching and the emphasis of assessment, negative washback can develop, leading to the abandoning of instructional goals in favour of test preparation.

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Qureshi, Saadia Y. "How Does Washback of Different Formats of Assessment Work Within Classroom in Physical Sciences- A Holistic Study." Science Education International 29, no. 4 (November 30, 2018): 228–37. http://dx.doi.org/10.33828/sei.v29.i4.5.

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Washback has been defined as an effect of assessment on teaching and learning which may be negative or positive. This study investigated the washback effect of multiple choice question (MCQ) format of assessment on learning of concepts in physical sciences (chemistry) as compared to constructed response tests (CRTs). This study collected perceptions of students through open-ended questionnaires about these two different formats of assessment in the subject of chemistry at the postgraduate level. Perceptions were validated through diagnostic analysis of midterm assessment consisting of CRT and MCQ format revealing their comparative washback. Post-test data were used to compare the performance of students for two sets of comparable chapters. This study revealed that students chose MCQ format to avoid narration and organization of responses, ultimately avoiding creativity, which lead to the proposal of a washback model. This study refutes the perception that MCQ format results in higher marking, is quicker, and is a more objective way of assessment. MCQs produced an equal level of comprehension of concepts as that produced by CRTs as washback applying paired sample t-test. MCQs did elicit higher order thinking but should be used along with other formats to design a comprehensive assessment.

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Thaidan, Raad. "Washback in Language Testing." Education Journal 4, no. 1 (2015): 5. http://dx.doi.org/10.11648/j.edu.20150401.12.

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Bailey, Kathleen M. "Working for washback: a review of the washback concept in language testing." Language Testing 13, no. 3 (November 1996): 257–79. http://dx.doi.org/10.1177/026553229601300303.

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Minkhatunnakhriyah, Minkhatunnakhriyah, and Tati Rohayati. "Washback on national examination: English language teacher and student’s perception." TRANS-KATA: Journal of Language, Literature, Culture and Education 1, no. 1 (November 29, 2020): 1–6. http://dx.doi.org/10.54923/transkata.v1i1.2.

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Washback refers to influences of testing on teaching and learning for example from National Examination which is a test to evaluate and measure the student's competence nationally by the government after through process of teaching learning. This study attempts to investigate the perception EL teachers and student's on washback of National Examination (NE). The participants of this study were ninth grade of junior high school in Jakarta, it will be taken four students from each class and English teachers. This study uses questionnaires and interviews to collect the data and the research method of this study used was a descriptive qualitative method. The result from this study show that the students’ and teacher perception on ENE provide them negative and positive washback. Furthermore, the positive washback from ENE provide several aspects such as the teacher teach English subject more specific in certain skill and its effective to the students. However, the negative washback shown in several side likes the national Examination especially English subject just give the students feel anxiety because they need extra time to do the questions of national examination exercise and feel unfair for passed the standard test of school determine by national examination which conducted only three days.

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Bukh, Per Nikolaj, Karina Skovvang Christensen, and Morten Lund Poulsen. "Performance Funding: Exam Results, Stakes, and Washback in Danish Schools." SAGE Open 12, no. 1 (January 2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082100.

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High-stakes testing is meant to create a positive washback effect on student learning. Performance funding can raise stakes. However, it is not often used, and its washback is uncertain. The purpose of this paper is to examine performance-funding programs based on students’ exam results. We study principals’ perceptions and interpretations of how this influenced stakes and washback effects of the exit exams. For that purpose, we selected four schools based on theoretical sampling criteria. The empirical data comprise semi-structured interviews with management over the 2-year program and documents describing the performance-funding program. The findings indicate that implementing performance funding increases stakes and has washback effects, but that stakes depend partly on the principal’s choices. Although the consequences were unintended, the program and its effects were mostly perceived as positive. The paper shows how unintended consequences call for careful consideration of the pros and cons of accountability systems when high-stakes test-based funding mechanisms are introduced.

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Kurosh khanshan, Shabnam. "An examination of the washback effect on Iranian EFL learners’ reading comprehension: Any implications for text difficulty in the classroom?" International Journal of Language Testing and Assessment 1, no. 1 (October 3, 2018): 9–16. http://dx.doi.org/10.24815/ijolta.v1i2.10624.

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In order to better understand the mechanisms of washback, the present study aimed to explore the washback effect of the entrance examination in Iran on language learners’ achievement in reading comprehension. The purpose of this study was also to examine ways in which the washback effect could modulate the selection of reading texts in the classroom, their difficulty level, and their effectiveness from the perspective of test takers. A total of 48 state and private university students studying English language teaching (ELT) at the MA level took part in this study. Participants were asked to provide answers to a researcher-developed questionnaire as well as to open-ended questions. The results of data analysis revealed that the entrance exam had a positive washback on learners’ reading comprehension in a number of ways. Furthermore, it was found that textbooks with a moderate level of difficulty were perceived as more effective by test takers. Implications for policymakers and suggestions for further research are presented.

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Kheirkhah, Hassan, and Behzad Ghonsooly. "Qualitative Study of Iranian English University Entrance Examination in the light of Positive Washback Strategies." Studies in English Language Teaching 2, no. 1 (March 7, 2014): 38. http://dx.doi.org/10.22158/selt.v2n1p38.

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Washback refers to the extent to which the introduction and use of a test influences language teachers and learners to do things they would not otherwise do (Alderson and Wall, 1993, as cited in Fulcher and Davidson, 2007:224). According to the effect of examinations on what we do in the classroom, we may refer to ‘positive’ and ‘negative’ washback (Brown, 2000 & 2002). The aim of the present study is to determine whether the recent versions of the Iranian English university entrance examination have observed the criteria set for the creation and promotion of positive washback. In doing so, the last three versions of the Iranian English university entrance examination for the Humanities (IEUEEH), as the representative of such tests, were purposefully sampled and analyzed qualitatively on Brown (2000) positive washback strategies. Also, to avoid subjective analysis, where needed, through convenient sampling forty one English teachers in different parts of Mashhad (the Iranian second largest city) were interviewed on such positive washback strategies regarding (IEUEEH). Findings showed that most of the positive washback strategies had not been observed by the last three versions of the IEUEEH. Only two or three of such strategies had been fairly observed. As a result, it seems that in most cases the last three versions of the IEUEEH have negatively influenced the Iranian English language teaching and learning program.

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Saha, Prativa Rani, and R. Kalpana. "Application of Principles of Testing: A Study in the Context of Third Year Engineering Graduates." International Journal of Linguistics, Literature and Culture 3, no. 1 (January 14, 2017): 14. http://dx.doi.org/10.21744/ijllc.v3i1.346.

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Language testing has been an elemental part of the teaching- learning process, though views on language testing have always been changing. This paper presents the various components required to construct and use a language test. It primarily aims at highlighting the importance of validity, reliability, and washback and focuses if a test paper is valid, reliable and has washback effect. A test should measure what it intends to measure and for this validity, of a test is a very essential component. Reliability of a test refers to how a test should be measured and is also concerned with the consistency of scoring and the accuracy of the organization of the test, hence reliability also is an important factor for a test. Further, any item should ideally have a positive washback effect i.e., the test must have a beneficial effect. Any test setter has to consider these three qualities of a test discussed above. The paper aims at highlighting about these important aspects of test i.e. validity, reliability and washback and elucidates how these three aspects could be integrated in testing writing skills.

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Muñoz, Rodrigo Esteban. "The Effect of Washback on EFL Learners’ Attitudes toward Tests." Studies in English Language Teaching 5, no. 3 (July 31, 2017): 516. http://dx.doi.org/10.22158/selt.v5n3p516.

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The purpose of this action research was to improve learners’ attitudes towards tests through the implementation of positive washback. This article compares the results obtained by two groups of learners in a secondary school in Southern Chile on the Attitude toward Test Scale (Dodeen, 2008). During the intervention, tests were followed by washback activities for the experimental group. Lessons in which positive washback was sought were observed using a focused observation table in order to track the techniques used. Finally, an in-depth follow-up interview was conducted in order to obtain deeper insights. After implementation, results indicated that the experimental group evidenced a statistically significant improvement in their attitude towards tests.

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Mahmud, Najihah, Nor Hazwani Munirah Lateh, Nazirah Mahmud, Ariezal Afzan Hassan, Amaal Fadhlini Mohamed, and Siti Amirah Ahmad Tarmizi. "Washback Impact of the MUET: The Before and After Effect of a High-stake University English Test in Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 8 (August 30, 2021): 1–17. http://dx.doi.org/10.26803/ijlter.20.8.1.

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This study seeks to explore the washback effect of the Malaysian University English Test (MUET), a high-stakes compulsory university entry test in the context of Malaysia. As simple and linear as it commonly appears, washback has been found to be far more complex than simply looking at the impact that a test might or might not have on the stakeholders. Therefore, this study aims to fill in this knowledge gap by systematically re-examining the beliefs on washback by investigating the relationship between the students’ perceptions of the MUET in terms of its importance and difficulty, with their language learning strategies whilst preparing for the test and after sitting the test. Using a mixed methods approach, a student questionnaire and student interview were utilised to elicit data from 30 male and 46 female students. The students were further divided into two groups, specifically those who were preparing for the MUET and those who had already sat the MUET. The findings suggest that preparing for the MUET encouraged the students to utilise a certain language learning strategy more compared to the others, specifically focusing on language skills that had not been formally tested before. Although the students’ perception did not significantly shape the students’ course of action when preparing for the test, it still had an impact on their overall view of the whole test-taking matter. This study is intended to add more insights to the less explored areas of washback, specifically the students’ perceptions and washback over time.

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Andrews, Stephen, John Fullilove, and Yama Wong. "Targeting washback—a case-study." System 30, no. 2 (June 2002): 207–23. http://dx.doi.org/10.1016/s0346-251x(02)00005-2.

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Amengual Pizarro, Marian. "Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools." Revista Alicantina de Estudios Ingleses, no. 23 (December 15, 2010): 149. http://dx.doi.org/10.14198/raei.2010.23.09.

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In the past decades, there has been a growing interest in the effects of language tests, especially high-stakes tests, on teaching and learning referred to as ‘washback'. In fact, high-stakes tests have started to be exploited to reform instruction and achieve beneficial washback. This paper focuses on the washback effects of a high-stakes English Test (ET) on the teaching of English. The main goal of this study is to examine the washback effects of the ET on the following aspects of teaching: curriculum, materials, teaching methods, and teaching feelings and attitudes. The study also attempts to discover teachers' perceptions towards the introduction of a speaking and a listening component in the design of the new ET due to be implemented in 2012. The overall findings, collected from a questionnaire carried out among 51 secondary teachers, indicate that the ET is clearly affecting curriculum and materials. Results also reveal that the ET appears to influence teachers' methodology. Furthermore, most of the teachers believe that the introduction of a speaking and a listening component in the new ET design will help solve the mismatch between the communicative approach they seem to value and the skills so far evaluated in the ET.

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Palupiningsih, Angesti, and Weka Kusumastiti. "WASHBACK OF BROADCAST PROJECT-BASED ASSESSMENT FOR TOURISM 4.0 ERA ON STUDENTS’ LEARNING." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (January 3, 2020): 59–66. http://dx.doi.org/10.21460/saga.2020.11.24.

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Language assessment should support the learning process. Therefore, studying the washback of the assessment process is important to evaluate whether the assessment supports the learning process. English for tourism students is part of English for Specific Purposes (ESP). Therefore, the appropriate assessment should be authentic since the need of their English is to perform their English based on their future professional setting. In Tourism 4.0 Era, tourism is not only dealing with welcoming guests, guiding, or arranging an itinerary but also broadcasting using internet media. One of the efforts to prepare the students with those demands is conducting the broadcast project-based assessment. This research aims at identifying its washback in the students’ learning. In-depth interview was employed as the data collection method. The results show that motivation and learning improvement were the washback of broadcast project-based assessment on learning.

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Binnahedh, Ibtessam Abdulaziz. "E-assessment: Wash-Back Effects and Challenges (Examining Students’ and Teachers’ Attitudes Towards E-tests)." Theory and Practice in Language Studies 12, no. 1 (January 2, 2022): 203–11. http://dx.doi.org/10.17507/tpls.1201.25.

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[1] Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115–129. [2] Ali, M. M., & Hamid, M. O. (2020). Teaching English to the test: Why Does negative washback exist within secondary education in Bangladesh? Language Assessment Quarterly, 17(2), 129-146. [3] Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 3–18). Mahwah, NJ: Lawrence Erlbaum Associates. [4] Da'asin, K. A. (2016). The attitude of Ash-Shobak University College Students to E-Exam for Intermediate University Degree in Jordan. Journal of Education and Practice, 7(9), 10-17. [5] Hughes, A. (1994). Backwash and TOEFL 2000. Unpublished manuscript, commissioned by Educational Testing Service (ETS). The University of Reading. [6] Hung, S. T. A. (2012). A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program. Computer Assisted Language Learning, 25(1), 21-36. [7] Jiamin, X., Jinyan, L., & Tianyi, M. (2021). The wash-back effect of reformed CET 6 listening comprehension test. Asian Journal of Education and Training, 7(1), 70-73. [8] Johnson, M.& Shaw, S.(2019). What is computer-based testing washback, how can it be evaluated and how can this support practitioner research?, Journal of Further and Higher Education, 43:9, 1255-1270, DOI: 10.1080/0309877X.2018.1471127 [9] Meseke, Christopher A., Rita Nafziger, and Jamie K. Meseke. (2010). "Student attitudes, satisfaction, and learning in a collaborative testing environment." Journal of Chiropractic Education 24, no. 1: 19-29. [10] Messick, S. (1996). Validity and wash-back in language testing. Language testing. 13(3), 241-256. [11] Saglam, A. L. G. (2018). Can exams change how and what teachers teach? Investigating the washback effect of a university English language proficiency test in the Turkish context. Eurasian Journal of Applied Linguistics, 4(2), 155-176. [12] Tayeb, Y. A., Abd Aziz, M. S., Ismail, K., & Khan, A. B. M. A. (2014). The wash-back effect of the general secondary English examination (GSEE) on teaching and learning. GEMA Online® Journal of Language Studies, 14(3),83-103. [13] Wall, D. (1997). Impact and wash-back in language testing. In C. Clapham & D. Corson (Eds.). Encyclopedia of Language and Education (pp. 291-302). Dordrecht: Kluwer Academic Publishers

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Gokturk Saglam, Asli Lidice, and Hossein Farhady. "Can Exams Change How and What Learners Learn? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 177. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.177.

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This article reports on a mixed-method study that examined the washback of a local integrated theme-based high-stakes English language proficiency test that is used in a university English for Academic Purposes (EAP) program in Turkey. The assumption behind employing an integrated theme-based test, which resembles authentic language use, was that it would bring about a positive washback on learning (Leki, Cumming & Silva, 2008: Leki & Carson 1997). The data were collected from both focus-group interviews after the instruction and pre- and post- proficiency test scores of 147 EFL students in the Preparatory English Language Program (PEP). Test of Readiness for Academic English (TRACE) was administered at the beginning and at the end of a 4-month English language instruction period. Repeated measure ANOVA and inductive analysis of the transcribed interview data were used for analyzing quantitative and qualitative data respectively. The findings indicated that the test had both positive and negative washback on the learning. Most students considered that using source-based information and their notes taken during the listening task into their writing raised their awareness in terms of generating, organizing and linking ideas as well as modelling vocabulary and sentence structures. However, the test also exerted negative washback upon learning since students were inclined to prioritize test-oriented practice. The implications of the study suggest that a theme-based integrated proficiency exam may elicit positive washback on learning that could be used for validity evidence in EAP contexts and lead to more appropriate language assessment. The procedures are detailed, the findings are presented and discussed, the applications and implications for teachers and test designers are explained, and some suggestions are made for further research.

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Sevilla Morales, Henry, and Lindsay Chaves Fernández. "Washback Effects of Board-Based Speaking Tests." LETRAS, no. 68 (July 6, 2020): 199–238. http://dx.doi.org/10.15359/rl.2-68.8.

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This study analyzes the opinions of a group of three English as a Foreign Language programs, on the washback effects of board-based oral tests on the students’ language proficiency and foreign language anxiety levels, and on the professors’ instructional choices and decision making. With purposive sampling strategies and triangulation techniques, strong washback effects on learners’ foreign language anxiety levels and professors’ instructional choices, with lesser effects on learners’ proficiency levels and instructors’ decision making, were identied.

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Wiyaka, Wiyaka. "Washback of the performance-based test of reading for EFL learners." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (August 31, 2020): 202. http://dx.doi.org/10.30659/e.5.2.202-213.

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The effect of tests on the teaching and learning, generally known as washback, has been recognized by scholars for a long time. However, studies on washback are usually addressed for high-stakes testing. This study investigates the washback effect of low-stakes test namely performance-based test used in measuring reading skills. Such a test is low stakes because it does not bring about serious consequence on the part of the students. The subjects of the research were 10 English teachers and 50 students of junior high schools in Semarang, Central Java, Indonesia. Data were collected through semi-structured interview and a questionnaire for both the teachers and students. The results showed that performance-based test gives positive effect in reading for the EFL learners in the areas of: students� enthusiasm in reading, reducing boredom in reading, students� curiosity on reading text content, and students� improvement on higher-order thinking skills. To the teachers it affects the areas of teaching methods, teaching materials, and time allotment.

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Fadillah, Nurul. "The effectiveness of Washback for Learning Activities for Vocational Studies: A study of Language Assessment in an Indonesian Polytechnic." Jurnal Bahasa Inggris Terapan 3, no. 2 (February 21, 2017): 18–28. http://dx.doi.org/10.35313/jbit.v3i2.1260.

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Regarding the importance of English for international communication, Indonesian government set up the regulation and included English in the curriculum for schools. English accordingly should be taught from junior high school to university level. Some primary schools in Indonesia even put English as their optional subject beginning in the third year. The regulation may lead to the improvement of human resources especially in education sector because the government believes that will develop national prosperity. In addition, it is also important to improve educational subjects (person who take part in education) for instance teacher, students, academics, etc to maintain the quality in educational sector. The research discusses the effectiveness of using washback to introduce the use of test influences on language teachers and learners activities in the classroom and also examine the concept of washback and language assessment as the instances of the consequential aspect of validity, authentic and direct assessment and difficulty in the test. Keywords: washback, assessment, effectiveness, validity, education, test

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Furaidah, Furaidah, Ali Saukah, and Utami Widiati. "WASHBACK OF ENGLISH NATIONAL EXAMINATION IN THE INDONESIAN CONTEXT." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 1 (September 9, 2015): 36. http://dx.doi.org/10.15639/teflinjournal.v26i1/36-58.

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This study examines how teachers teach English to prepare students for high-stakes English national examination in the Indonesian context. Data were collected from two high-achieving and three low-achieving schools with eleven teachers as the subjects of in-depth interviews and nonparticipatory classroom observations. The findings reveal that bi-directional washback was found in both groups of schools. The schools of low achievers were found to have more intensive negative washback than those of high achievers. The different intensity of negative washback is likely related to the teachers’ perspective about their students’ level of competence for passing the national examination and about the quality of their schools. The consistently unsatisfactory national examination scores of the low-achieving schools, despite their concerted efforts in the examination preparation program, suggest that the government should focus on supporting such schools with more empirically-based empowerment programs, which would become an indispensable follow-up actions regarding the implementation of the highstakes national examination.

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Vargas da Costa, Everton. "Efeitos retroativos do exame Celpe-Bras nas práticas de formação dos professores de um instituto brasileiro no exterior." BELT - Brazilian English Language Teaching Journal 9, no. 1 (September 19, 2018): 190. http://dx.doi.org/10.15448/2178-3640.2018.1.31107.

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This paper aims to describe and analyze the washback effect of Celpe-Bras exam in the Portuguese as additional language teachers’ education practices in a Brazilian institute abroad. Part of the framework adopted understands that the pedagogical work of teachers is organized around dialogue and collaboration through which participants learn how to teach while interacting with their peers (Pérez Gómez, 1995; Nóvoa, 1995; FCC, 2011). At the institute, the washback effect of the Celpe-Bras exam contributes to those interactions by resizing the Portuguese language teaching and learning practices. Participant observation and the ethnographic analysis of the data enables the discussion about the local dimension of washback effects of Celpe-Bras, involving micro and macro social aspects such as acquisition of specific terminology and understanding of thepolitical project underlying the exam. Moreover, by participating and engaging in pedagogical meetings, teachers improve their abilities dealing with Celpe-Bras’ construct and pave pedagogical trajectories as more experienced professionals at the institute.

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Sumardi, Sumardi. "PERFORMANCE-BASED ASSESSMENT AS A CURRENT TREND IN ELT: INVESTIGATING ITS WASHBACK EFFECTS ON SECONDARY-SCHOOL STUDENTS LEARNING." Kajian Linguistik dan Sastra 2, no. 1 (November 13, 2017): 1. http://dx.doi.org/10.23917/kls.v2i1.5347.

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Assessment is an integral part of an English teachers’ instruction since it enables them to visualize the extent of successful instructions. However, teachers might not pay much attention to their role to help their students improve their learning. Even, many English language teachers seem to focus more on traditional formats of assessment such as multiple choice, true false, matching type, etc. and pay little attention to the washback effects of these kinds of assessment on students’ learning. This paper argues that a traditional assessment has at least two fundamental flaws. There is a little chance to identify the students’ factual skills as it only focuses on formal assessment. In addition, it only focuses on achievement of high scores under test conditions. This orientation can be misleading to the nature of language instruction itself. Therefore, this research article explores the washback effects of performance-based assessment as a current trend in English Language Teaching (ELT) in secondary-school students’ learning. To investigate this issue, in-depth interview, classroom observation, and document analysis were employed as the data collection methods. The merits of the research are to indicate how to arrange performance-based assessment and to identify its washback effects in the students’ learning. The results conclude that performance-based assessment encouraged and motivated students to learn more. Students’ perception in this type of assessment was positive and they strived to be more successful in their learning. Keywords: performance-based assessment, washback effects, student learning.

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Kamalia Hakim, Putri, and Mansyur Srisudarso. "A Washback Study on Portfolio Assessment." ELT in Focus 3, no. 1 (July 17, 2020): 9–14. http://dx.doi.org/10.35706/eltinfc.v3i1.3693.

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The latest developments in the field of learning English as a foreign language have encouraged language teachers to use more authentic and realistic assessments. This situation makes portfolios as alternative assessments increasingly popular. As the popularity of the portfolio grows, questions among assessment developers have also arisen. They question whether the portfolio really is a proper assessment. In this study, the researcher investigated the wash-back effect of portfolio-based assessment. She observed the instructional process in a translation and a writing class to see how the two types of portfolios were used. This qualitative analysis study also studies by triangulating the data with the support of data from interviews and questionnaires. Researcher then classified the opinions and reflections of students and lecturers obtained from the interview and questionnaire responses. The findings suggest the use of a portfolio is indeed appropriate for use in writing and translating subjects. Portfolio-based assessments generate positive washback effect on the learning process.

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Ko, Myong Hee. "Vocabulary test format and washback effect." Foreign Languages Education 21, no. 2 (June 30, 2014): 129–51. http://dx.doi.org/10.15334/fle.2014.21.2.129.

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박상복. "What causes washback: Perceptions and behaviour." Journal of the Korea English Education Society 11, no. 2 (August 2012): 57–80. http://dx.doi.org/10.18649/jkees.2012.11.2.57.

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O’Sullivan, Barry. "Book Review: Washback in language testing." Language Teaching Research 9, no. 1 (January 2005): 113–22. http://dx.doi.org/10.1191/1362168805lr157xx.

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Watanabe, Yoshinori. "Investigating washback in Japanese EFL classrooms." Australian Review of Applied Linguistics. Series S 13 (January 1, 1996): 208–39. http://dx.doi.org/10.1075/aralss.13.09wat.

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Abstract In Japan it has long been considered that university entrance exams have a negative impact on teaching and learning of English in schools. Recent research, however, suggests that the relationship between testing and teaching is not so simple and requires finegrained ethnographic research in order to fully understand its complexities. This paper argues the case for the necessity of conducting empirical research before any conclusions about the presence or absence of washback can be drawn. An example of this type of research is offered and the processes involved in investigating washback in the Japanese context are described in such a way as to provide a model for future research in this area.

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Messick, Samuel. "Validity and washback in language testing." Language Testing 13, no. 3 (November 1996): 241–56. http://dx.doi.org/10.1177/026553229601300302.

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Hamp-Lyons, Liz. "Washback, impact and validity: ethical concerns." Language Testing 14, no. 3 (November 1997): 295–303. http://dx.doi.org/10.1177/026553229701400306.

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Charnock, Ross. "Le « washback » et les tests intégrés." ASp, no. 23-26 (December 1, 1999): 389–416. http://dx.doi.org/10.4000/asp.2614.

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Journal articles on the topic 'Washback'

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