Washback

1. 1
Topic 8: Washback
Hughes (2003, Chapter 6);
Fulcher and Davidson, Unit A5 (2007, pp. 62-75);
Chang, Watanabe & Curtis (2004, Chapter 1);
Messick, (1996, pp. 241 – 256).
Hoa Nguyen

2. 2
1. Definition of washback
• Backwash is the effect that tests have on
learning and teaching. (Hughes, 2003, p. 53)
• The influence of testing on teaching and learning.
(Chang, Watanabe & Curtis, 2004, p. 4)
• Washback refers to the extent to which the
introduction and use of a test influences
language teachers and learners to do things that
they would not otherwise do that promote or
inhibit language learning. (Messick, 1996, p. 241)

3. 3
2. Positive effect of washback
• Good teaching and learning tasks are
more directly useable for testing purposes.
• Quality of the washback effect might be
independent of the quality of a test.

4. 4
3. Negative effect of washback
• Anxiety among learners.
• Poor tests (something teachers and learners do not wish
to learn) have negative effect on teaching and learning.
• High-stake testing could affect teachers directly and
negatively: focusing on teaching testing techniques in
order to boost students’ scores.
• Time spent on teaching testing skills rather than on
teaching the language
• Curriculum is controlled by examinations: teaching to the
test thus narrowing the curriculum

5. 5
4. What can be done to achieve
beneficial washback
• Test the abilities whose development you want
to encourage
• Sample widely and unpredictably
• Use direct testing
• Make testing criterion-referenced
• Base achievement tests on objectives
• Ensure the test is known and understood by
students and teachers
• Where necessary provide assistance to teachers
• Counting the cost

6. 6
5. Washback hypotheses
1. A test will influence teaching
2. A test will influence learning
3. A test will influence what teachers teach,
and
4. A test will influence how teachers teach; and
therefore by extension from (2) above
5. A test will influence what learners learn
6. A test will influence how learners learn

7. 7
5. Washback hypotheses (cont.)
• Process of learning and teaching
7. A test will influence the rate and sequence of
teaching; and
8. A test will influence the rate and sequence of learning
• Quality and quantity of teaching and learning
9. A test will influence the degree and depth of teaching;
and
10. A test will influence the degree and depth of
learning
• Attitudes and behaviours
11. A test will influence attitudes to the content, method,
etc. of teaching and learning

8. 8
5. Washback hypotheses (cont.)
• Nature of the test
12. Tests that have important consequences will have
washback; and conversely
13. Tests that do not have important consequences will
have no washback.
14. Tests that have washback on all learners and
teachers.
15. Tests that have washback on some learners and
some teachers.
• Discussing question: How could we ‘measure’
washback?