a. A test will influence teaching
This is the most general hypotheses of washback. This is based on the assumption that teaching and learning are related. Thus, the second hypothesis follows the implication from the first one.
b. A test will influence learning
To separate the content of teaching from its methodology, we need to distinguish the influence of a test on the content of the teaching from its influence on the methodology. Thus:
c. A test will influence what teachers teach
d. A test will influence how teachers teach
e. A test will influence what learners learn
In order to consider how quickly and in what order teachers teach and learners learn, so:
f. A test will influence the rate and sequence of teaching
g. A test will influence …show more content…
The positive or negative washback appears depending on the way the teachers distributed their tests. It can be related to the validity of the instruments, the situations in the classroom, the physical condition of the students or any other factors which affect to the result of the test. Messick in Ozmen (2011, p.217) states that a positive washback effect can be created if the tasks and activities used in teaching language are included as test items in the examination. It means that the students should not be only tested on what they were taught, but also they should be tested in the way or they were …show more content…
The students can also apply the solution which they use to answer the question in the test to their real life. The contextual in the test related to the authenticity. Doye (1991, p.104) defines authenticity as the term which is used in language testing. He states that absolute congruence would exist when the tasks in the test situation and in the corresponding real-life situation would actually be identical.
Moreover, the test situation and the tasks in it are called authentic. An authentic testis therefore one that reproduces a real-life situation in order to examine thestudent’s ability to cope with it.It is also stated by Morrow (1991, p.112) the most striking implication of adopting the perspective on thedesign of a language test is the overriding importance of authenticity both of text (as input) and of task (in processing this input).It means that the input and output must be equally
This is the most general hypotheses of washback. This is based on the assumption that teaching and learning are related. Thus, the second hypothesis follows the implication from the first one.
b. A test will influence learning
To separate the content of teaching from its methodology, we need to distinguish the influence of a test on the content of the teaching from its influence on the methodology. Thus:
c. A test will influence what teachers teach
d. A test will influence how teachers teach
e. A test will influence what learners learn
In order to consider how quickly and in what order teachers teach and learners learn, so:
f. A test will influence the rate and sequence of teaching
g. A test will influence …show more content…
The positive or negative washback appears depending on the way the teachers distributed their tests. It can be related to the validity of the instruments, the situations in the classroom, the physical condition of the students or any other factors which affect to the result of the test. Messick in Ozmen (2011, p.217) states that a positive washback effect can be created if the tasks and activities used in teaching language are included as test items in the examination. It means that the students should not be only tested on what they were taught, but also they should be tested in the way or they were …show more content…
The students can also apply the solution which they use to answer the question in the test to their real life. The contextual in the test related to the authenticity. Doye (1991, p.104) defines authenticity as the term which is used in language testing. He states that absolute congruence would exist when the tasks in the test situation and in the corresponding real-life situation would actually be identical.
Moreover, the test situation and the tasks in it are called authentic. An authentic testis therefore one that reproduces a real-life situation in order to examine thestudent’s ability to cope with it.It is also stated by Morrow (1991, p.112) the most striking implication of adopting the perspective on thedesign of a language test is the overriding importance of authenticity both of text (as input) and of task (in processing this input).It means that the input and output must be equally