Washback

Washback is the effect a test has on teaching in the classroom. It is true we are always
recommended not to teach toward a test. However, we can use tests as teaching tools. Tests
(esecially formative tests! may be used as feedback devices that make teachers aware of the
areas where the learners need imrovement. "ormal tests may be channels through which
learners can receive a diagnosis of areas of strengths and weakness. #our romt return of
written tests with your feedback is a must if you really want to use washback ositively. It is also
imortant to comment uon your evaluation. $ive raise for good strengths and offer
constructive criticism of weaknesses. $ive learning hints on how a learner might
imrove his erformance. %ncourage learners to seek clarification about their grades & scores.
Tests have the ower of influencing over the method and content of language courses.
Their backwash effect may be ositive or negative. In their turn, the teachers who use such tests
and testees who suffered the negative backwash may be able to influence the decision of the
testing organi'ations who resond ositively to ositive feedback (e.g. the new T(%") test
reflects this tye of feedback!.
Washback can be positive (beneficial) or negative
Negative Washback
Examples of negative effects:
* teaching is dominated by coaching for the testing session &e+amination,
* the test content and testing techni-ues differ from the ob.ective of the course,
Positive Washback

How can ositive backwash on teaching and learning be achieved/

* test the skill & abilities whose develoment you want to romote (if you want to develo oral
skills, then test oral skills!, If tests set two kinds of task0 comare & contrast, describe&
interret. Then teaching will be concentrated on these tasks.1ackwash is harmful in this case.
* emloy direct testing (i.e. tasks & tests that are as authentic as ossible!,
* make testing criterion 2 referenced (norm 2 referenced testing makes teachers and learners
assume that a certain ercentage of candidates will fail the e+am!. 3se a series of criterion 2
referenced tests reresenting different levels of achievement and allow learners to choose the
tests they are able to ass. This will encourage ositive attitude to language learning,
* 4onstruct achievement test on ob.ectives rather than on te+tbook content,
* 1e sure that students understand what the test demands of them.
* when motivation is increased,