WASHBACK AND CONSEQUENCES Prepared by Natalya Milyavskaya, Tatiana Sadovskaya, Olga Mironova and Anzhelika Kalinina Based on material by Anthony Green PROSET - TEMPUS1

The effect of testing on teaching and learning leading up to the test. (Hughes 2003, McNamara 2000) The extent of which the introduction and use of a test influences language teachers and learners to do things they would not otherwise do that promote or inhibit language learning. (Messick 1996) What is washback?

Washback studies 1970sWashback is negative: ‘multiple choice teaching’ 1980sBetter assessments can lead to positive washback 1990sWashback theory 2000sWashback depends on people more than tests Washback studies can be used in teacher training both in order to influence test preparation practices and also more generally to encourage teachers to reflect on the reasons for their and others’ practices (Alderson, 2004)

participants (learners, teachers, writers etc); processes (learning, teaching); products (materials, courses, abilities). Washback may affect:

Washback direction Positive and negative effects Washback variability Different effects on different individuals Washback intensity Strong and weak effects Washback effects

the nature of input; the nature of output; cognitive processes which are involved in the test; knowledge resources and metacognitive strategies. What are test design characteristics?

Overlap Target task characteristics Test design characteristics Minimum overlap: preparation for the test is not connected at all to the target language use domain. Studying for the test is to develop skills for

Target task characteristics Test design characteristics Partial overlap: preparation involves developing some skills for the target domain, some only for the test. Overlap

Target task characteristics Test design characteristics Maximum overlap: preparation for the test only involves developing skills for the target language use domain (but can never cover everything). Overlap

Washback variability and washback intensity: tests influence individuals differently; tests mean more for some people than others; some people have more information about tests than others; some people have more difficulties than others; some individuals believe more in tests than others: - adopters - adapters ? - resisters 

Green, 2007

A test should be designed in such a way that learners develop necessary skills to succeed in it Key questions: target skills; test design features; test stakes and importance; participant knowledge and resources; processes; products.

Researching washback Context EAPEnglish for academic purposes, preparation for academic study in the UK. IELTSA test of English for academic purposes designed to test readiness to study at tertiary level through the medium of English. Presessional English Courses intended to prepare students for their academic content courses at university. IELTS Preparation Courses intended to enable students to achieve their required IELTS score. Combination coursesPresessional English with an IELTS preparation component. (Green 2007)

Overlap How does the test cover the language skills which are necessary for academic study in English?

2 writing tasks: c. 20 minutes describing a graph or table; c. 40 minutes discursive essay on topic of general interest. Task fulfilment: to organise, present and explain data; to describe stages in a process; to describe an object, event or series of events; to explain how something works. Coherence and cohesion: to arrange information to make it easy for the reader to retrieve; to use cohesive devices efficiently. Overlap between IELTS and academic literacy - areas of similarity

Vocabulary and sentence structure: to use syntax and lexis accurately and effectively. Arguments ideas and evidence: to solve the problem; to present and justify an opinion; to compare and contrast evidence, opinions and justifications; to evaluate and challenge ideas, evidence or an argument. Communicative quality. to be able to convey a clear message to the reader. Overlap between IELTS and academic literacy - areas of similarity

Topics and objects of enquiry: general content; phenomenal objects of enquiry. Rhetorical task: hortation: a judgement about a given entity or phenomenon. Writing from sources: paraphrase and language of citation; referencing of sources and plagiarism. Length and time allowed: 150 words and 250 words in 60 minutes. Addressees/ raters: university ‘lecturer’ and ‘educated non-specialist readers’; judgment applied to language ability or content. Overlap between IELTS and academic literacy - areas of similarity

FEEDBACK

PROSET - TEMPUS19 clarifies for the learner what he/she needs to do to improve performance and so enhance his/her learning; diagnoses the learner’s strengths and weaknesses and so helps inform necessary changes to teaching. Feedback:

1.Prospective 2.Directly related to learning goals 3.Specific 4.Task referenced 5.Frequent and continuous 6.Corrective Six features of effective feedback

How to harmonize teaching and testing Step 1 What do learners need to know? purposes of learning; what is being tested? Step 2 What do learners know already? language abilities diagnosis; strengths and weaknesses of learners. Step 3 Getting learners from here to there: abilities development; what should be done so that learners succeed in the test, but also learn for their long-term future? how can learners make effective use of feedback?