Stakeholders’ conflicting aims undermine the washback function of a high-stakes test

Bibliographic Data

ID19380915
AuthorsQi Luxia (Guangdong University of Foreign Studies, corresponding author)
Year2005
Volume22
Issue2
Pages142-173
Publication date2005-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage Testing (JOURNAL)
Journal identifiersISSN: 0265-5322 • E-ISSN: 1477-0946
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1191/0265532205lt300oa
OpenAlexW1975210436
LanguageEN
Citations received28
References cited17

High-stakes tests are often used as agents for change, but ‘attempts to introduce change in the classroom are often not as effective as their designers hoped they would be’ (Wall, 1996: 334). The National Matriculation English Test (NMET) in China is such a case. Apart from its primary function of selecting candidates for institutions of higher education, the NMET was designed specifically to promote changes in ELT (English language teaching) in schools. Unfortunately, it has fallen short of the goal. This study set out to examine the reasons why the NMET failed to bring about the intended changes or washback effects. For this purpose, data were collected through interview and questionnaire from 8 NMET constructors, 6 English inspectors, 388 teachers and 986 students. The results show that the most important reason for the test failing to achieve the intended washback is that its two major functions - the selection function and the function of promoting change - are in many ways in conflict with each other, making it a powerful trigger for teaching to the test but an ineffective agent for changing teaching and learning in the way intended by its constructors and the policymakers

Mathematics education · Matriculation · Pedagogy · Educational Technology and Assessment · EFL/ESL Teaching and Learning · Psychology · Student Assessment and Feedback

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