WASHBACK

DEFINITION :

Hughes (1989:1) “The effect of testing on teaching and learning” is known as backwash.

Spolky (1994:2) The concept of backwash deals with the unforeseen side-effects of testing and not to the intended effects when the primary goal of the examination is the control of curricula.

Biggs (1995:3) backwash refers to the fact that testing controls not only the curriculum but also teaching methods and students’ learning strategies.

Alderson & Wall (1993:1) Washback compels “teachers and learners to do things they would not necessarily otherwise do because of the test”.

Messick (1996:4) Washback is described as the extent to which the introduction and the use of a test influence language and teachers to do things they would not otherwise do that promote or inhibit language learning”.

Shohamy, et al. (1996: 6) Washback is delineated as “the connections between testing and learning”.

Bachman & Palmer (1996 [12]), Washback, at a macro level, refers to the extent to which a test influences within the society, ranging from government policy-making, school administration, publishing, and general opportunities, to parents’ expectations of their children.

At micro level, Washback refers to the extent to which a test influences within the classroom, mainly in the change or innovation of curricula and teachers’ methodologies and the influence of students’ learning.

  

 TYPES :

Classroom settings

 Positive :

1.   Tests induce teachers to cover their subjects more thoroughly, making them complete their syllabi within the prescribed time limits.

2.   Tests motivate students to work harder to have a sense of accomplishment and thus enhance learning.

3.      Good tests can be utilized and designed as beneficial teaching-learning activities so as to encourage positive teaching-learning processes.

 Negative :

1.  Tests encourage teachers to narrow the curriculum and lose instructional time, leading to "teaching to the test."

2.      Tests bring anxiety both to teachers and students and distort their performance.

3.   Students may not be able to learn real-life knowledge, but instead learn discrete points of knowledge that are tested.

4.      Cramming will lead students to have a negative positive toward tests and accordingly alter their learning motivation.

Educational / Societal system

Positive:

Decision makers use the authority power of high-stakes testing to achieve the goals of teaching and learning, such as the introduction of new textbooks and new curricula.

Negative:

Decision makers overwhelmingly use tests to promote their political agendas and to seize influence and control of educational systems.