washback

Rajendra Pokharel
M. Ed. Second Year
Roll No. 33
Mr. Shyam Adhikari
Kathmandu Shiksha Campus
1. What do you mean by washback effect? Explain its inherent quality in language teaching. How would you conduct or construct test having positive effect?
The terms ‘washback’ refers the influence of testing on teaching and learning or in other terms it is the impact of test on teaching. Several factors influence on negative a positive aspect of washback. Among the prominent features, this paper observes on the basis of three constituents. One of the first is “participant.” Participants are classroom teachers and students, educational administrators, textbook developers and publishers ‘all of whose perceptions and attitudes towards their work may be affected by a test’. A second one is “processes.” Process refers to ‘any actions taken by the participants which may contribute to the process of learning’ such as materials development, syllabus design, changes in teaching methodology, the use of test-taking strategies. And the last but not the least is “product.” Product refers to ‘what is learned and the quality of the learning.’
When we describe through theoretical models of washback then it is probably true to say that the start of what is now termed ‘washback research’ can be traced to a major landmark in the field at the beginning in the early 1990s: the publication of the seminal paper by Alderson and Wall (1993) with the title ‘Does Washback Exist?’ Obviously, this question raises serious issue because it is really difficult to say by hard and fast rule. Several conditions happen on the effect of positive and negative aspect of washback. Hughes concept on positive aspect is remarkable. Hughes advised that at least five conditions of the possible washback effects can occur:
• Success on the test must be important to the learners,
• Teachers must want their learners to succeed,
• Participants must be familiar with the test ‘and understand the implications of its
nature and content’,
• Participants must have the expertise which is demanded by the test (including
teaching methods, syllabus design and materials writing expertise), and
• The necessary resources for successful test preparation must be available
On the basis of Hughes aspects, learners, teachers, understanding the context, specific demand of the text and resources appears in front to give positive washback. The writers posited fifteen possible washback hypotheses relating to various behaviours, attitudes, test consequences, and the different effects on different persons:
1) A test will influence teaching
2) A test will influence learning
3) A test will influence what teachers teach
4) A test will influence how teachers teach
5) A test will influence what learners learn
6) A test will influence how learners learn
7) A test will influence the rate and sequence of teaching
8) A test will influence the rate and sequence of learning
9) A test will influence the degree and depth of teaching
10) A test will influence the degree and depth of learning
11) A test will influence attitudes to content, method, etc. of teaching/learning
12) Tests that have important consequences will have washback
13) Tests that do not have important consequences will have no washback
14) Tests will have washback on all learners and teachers
15) Tests will have washback effects for some teachers and some learners,
but not for others. (1993:120-121)
On the contrary, some negative impact also can be seen on negative washback, for example, if the examination system was so deeply entrenched, that the Ministry of Education had difficulty in reforming it to promote the goals of learning despite coordinated attempts. Not only this if that a much more fundamental reform of society is in the quality of education is to be improved. Lack of interest on test, less teaching materials at the time of teaching, unfamiliar topics to be tested, not proper teaching method, not so suitable and catchy curricular etc. makes great matter on negative aspect of washback.
Participants, processes, and products, these three phenomenon are landmark of washback effect. A simple diagram has been presented here:

This diagram presents the equal importance of students, teaching materials, writers and curriculum designer and researches. Not only that, for the better product the all the process are equally important. As a result the output as learning, teaching, new materials and new curricula and research result can be possible.
So far the question demands the personal light on behalf of positive washback; it’s really difficult to pinpoint to say by surface but it does not mean that it can be said. Several researches can be helpful to enhance the personal idea too. Proper use of teaching materials, suitable teaching activities according to context, proper information about question which the exam demands, clear information to the students about the test (time, period, range, type), such proper situation can be landmark for positive washback.
In sum, ‘washback’ refers the influence of testing on teaching and learning. Although, several factors influence on negative a positive aspect of washback but the three prominent constituents are can be said “participant,” “process,” and “product.” Teacher, students, administrator, and other institutional members can play crucial role as a participant. In addition, proper curriculum, syllable, and all the procedure which happens in language teaching activities which helps to take positive washback, not only this for the proper product can develop quality of learning.

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