A review of washback and its pedagogical implications
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Abstract
Abstract. The way in which examinations influence teaching and learning is commonly described as “washback” or “backwash”. A number of definitions have been proposed for the term “washback” throughout the published research and literature on language testing. This study starts with a focus on the various definitions of backwash or washback. Next, it examines the similar concept terms defined by other researchers. By reviewing the variety of definitions, the researcher’s own view of washback will be reached. Comes after that are the explorations of different types of washback. The studies ends with drawing pedagogical implications for EFL teachers.
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References
[1] C. Alderson, D. Wall, Does washback exist? Applied Linguistics, 14 (1993) 115.
[2] B. Spolsky, The examination of classroom backwash cycle: Some historical cases, in Nunan, D, Berry, V and Berry, R. (Eds) Bringing about change in language education, University of Hong Kong, Dept. of Curriculum Studies, Hong Kong, 1994.
[3] J.B. Biggs, Assumptions underlying new approaches to assessment, Curriculum Forum, 4 (1995) 1.
[4] S. Messick, Validity and washback in language testing. Language Testing 13 (1996) 241.
[5] K.M. Bailey, Working for washback: A review of the washback concept in language testing, Language Testing, 13 (1996) 257.
[6] E. Shohamy, S. Donitsa-Schmidt, L. Ferman, Test impact revisited: Washback effect over time, Language Testing 13 (1996b) 298.
[7] L. Pearson, Tests as levers of change (or “putting first things first”). In D. Chamberlain & R. Baumgartner (Eds.), ESP in the classroom: Practice and evaluation ELT Documents #128, (pp. 98-107), Modern English Publication in association with the British Council, London, 1988.
[8] L. Cheng, Changing Language Teaching Through Language Testing: A Washback Study, Cambridge University Press, Cambridge, 2005.
[9] S. Andrews, Washback and Innovation, In L. Cheng, Y. Watanabe & A. Curtis (Eds.), Washback in Language testing (pp. 37-50), Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers, 2004.
[10] T. McNamara, Language Testing, Oxford University Press, Oxford, 2000.
[11] D. Wall, Impact and washback in language testing, In C. C. & D. Corson (Eds.), Encyclopaedia of language and education, Language Testing and Assessment 7 (1997) 291.
[12] F. Bachman, S. Palmer, Language testing in Practice, Oxford University Press, Oxford, 1996.
[13] R. Fredericksen, A. Collins, A system approach to educational testing Educational Researcher 18 (1989) 27.
[14] S. Messick, Validity. In R. Linn (Ed.), Educational Mesurement (pp. 13-103), Macmillian, New York, 1989.
[15] E. Shohamy, Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning, The Modern Language Journal, 76 (1992) 513.
[16] K. Morrow, The evaluation of tests of communicative performance, In E. Portal (Ed.), Innovations in Language Testing: Proceedings of the IUS/NFER Conference (pp. 1-13), NFER/Nelson, London, 1986.
[17] D. Wall, The impact of high-stakes examinations on classroom teaching, Cambridge University Press, Cambridge, 2005.
[18] P.E. Vernon, The measurement of abilities, University of London Press, London, 1996.
[19] J. Fish, Responses to mandated standardised testing. Unpublished doctoral dissertation, University of California, Los Angeles, 1988.
[20] M.L. Smith, Put to the test: The effects of external testing on teachers, Educational Researchers 20 (1991) 8.
[21] S. Wiseman, Examinations and English education, Manchester University Press, England, 1961.
G.F. Madaus, The influence of testing on the curriculum. In L. N. Tanner (Ed.), Critical issues in curriculum: Eighty-seventh yearbook of the National Society for the study of education (pp. 83-121), University of Chicago Press, Chicago, 1988.
[2] B. Spolsky, The examination of classroom backwash cycle: Some historical cases, in Nunan, D, Berry, V and Berry, R. (Eds) Bringing about change in language education, University of Hong Kong, Dept. of Curriculum Studies, Hong Kong, 1994.
[3] J.B. Biggs, Assumptions underlying new approaches to assessment, Curriculum Forum, 4 (1995) 1.
[4] S. Messick, Validity and washback in language testing. Language Testing 13 (1996) 241.
[5] K.M. Bailey, Working for washback: A review of the washback concept in language testing, Language Testing, 13 (1996) 257.
[6] E. Shohamy, S. Donitsa-Schmidt, L. Ferman, Test impact revisited: Washback effect over time, Language Testing 13 (1996b) 298.
[7] L. Pearson, Tests as levers of change (or “putting first things first”). In D. Chamberlain & R. Baumgartner (Eds.), ESP in the classroom: Practice and evaluation ELT Documents #128, (pp. 98-107), Modern English Publication in association with the British Council, London, 1988.
[8] L. Cheng, Changing Language Teaching Through Language Testing: A Washback Study, Cambridge University Press, Cambridge, 2005.
[9] S. Andrews, Washback and Innovation, In L. Cheng, Y. Watanabe & A. Curtis (Eds.), Washback in Language testing (pp. 37-50), Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers, 2004.
[10] T. McNamara, Language Testing, Oxford University Press, Oxford, 2000.
[11] D. Wall, Impact and washback in language testing, In C. C. & D. Corson (Eds.), Encyclopaedia of language and education, Language Testing and Assessment 7 (1997) 291.
[12] F. Bachman, S. Palmer, Language testing in Practice, Oxford University Press, Oxford, 1996.
[13] R. Fredericksen, A. Collins, A system approach to educational testing Educational Researcher 18 (1989) 27.
[14] S. Messick, Validity. In R. Linn (Ed.), Educational Mesurement (pp. 13-103), Macmillian, New York, 1989.
[15] E. Shohamy, Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning, The Modern Language Journal, 76 (1992) 513.
[16] K. Morrow, The evaluation of tests of communicative performance, In E. Portal (Ed.), Innovations in Language Testing: Proceedings of the IUS/NFER Conference (pp. 1-13), NFER/Nelson, London, 1986.
[17] D. Wall, The impact of high-stakes examinations on classroom teaching, Cambridge University Press, Cambridge, 2005.
[18] P.E. Vernon, The measurement of abilities, University of London Press, London, 1996.
[19] J. Fish, Responses to mandated standardised testing. Unpublished doctoral dissertation, University of California, Los Angeles, 1988.
[20] M.L. Smith, Put to the test: The effects of external testing on teachers, Educational Researchers 20 (1991) 8.
[21] S. Wiseman, Examinations and English education, Manchester University Press, England, 1961.
G.F. Madaus, The influence of testing on the curriculum. In L. N. Tanner (Ed.), Critical issues in curriculum: Eighty-seventh yearbook of the National Society for the study of education (pp. 83-121), University of Chicago Press, Chicago, 1988.