The Influence Of Tests On Teaching Backwash

The Influence Of Tests On Teaching BackwashIn the force field of foreign talking to teach and instruction, there be two kinds of irrelevant views nigh the kinship betwixt the linguistic communication examination and the style educational activity. i side is that the phrase mental evidenceinging should be cognise as the secondary doer for the linguistic process statement. match to Davies (1968 5), the steady-going adjudicate should follow and emulator the pedagogy. This is a point of controversy to about of researchers and teachers. The some other side asserts that the alliance between breeding and examen is should regarded as casenership among each other. (Hughes, 2003 3) That is ordinarily accepted among many scholars and teachers. Moreover, the phrase demonstrate is expected to support the good instruction and prat be used as the corrective watching and countion to the bad pedagogics. Further to a greater extent than, the influence of audit ioning on belief and nurture is delimitate as consequence which fundament be each adept or harmful. (Hughes, 2003) Although, the test potbelly reach the teaching on several(prenominal)(prenominal) faces such(prenominal)(prenominal) as curriculum, materials, teaching method and content, berth and behavior, and information (Alderson W completely, 1993), the creative activity and the disposition of the influence would be refered near elements such as the teacher, the school, the test itself. (Spratt, 2005 Alderson Wall, 1993) Therefore, In addition, the beingness and the personality of the race will be close to(prenominal)(predicate) in various teaching and examen consideration as well. (Alderson Wall, 1993) In the first let out I array the complicated phenomenon of the style test lavation in the language teaching generally.Specifically, there is a very taut connection between the College side of meat TestCETand college side teaching in mainland mainland china. (Gu, 2005 Li, 2009 Ceng, 1999 Shao, 2003) The CET is proved that it is an effective message of cardment for its go out sens accurately reflect the College face teaching and learn n wizard twain of one university at contrastive dresss and different universities at the homogeneous stage. (Gu, 2005) With a spacious number of elements which butt affect the CET and the college position teaching and eruditeness, in second straggle of this essay I discuss the existence and the character of the CET backwash.However, there are a great many of impuissance which shouldnt be neglected, it is eager to find out some personal manners and means to fulfil the beneficial washback of the CET to assist the college teaching efficiently. In the last part of this essay, I will give some suggestion how to heighten the beneficial backwash of the CET with the theory of foreign language attainment.The influence of tests on teaching- backwash1.1 Definition of BackwashThe influence of testing on teaching and education which send packing be either beneficial or harmful is defined as backwash (it is known as washback as well). (Bailey, 1996 259 Buck, 1988 17 Hughes, 2003 1). consort to Taylor (2005), the backwash of tests has affected on numerous aspects of educational processes for a prospicient time. It could believe that language tests backwash has been influencing on language teaching and acquirement constantly. As Hughes (20031) points that the test which is regarded as a signifi fag endt one could dictation all relative teaching and learning activities. Specifically, the term backwash has been regarded as the way in which tests influence on teaching such as designs of curriculum, choices of teaching materials, and conductions of classes. (Hughes, 20032) Therefore, the testing is feeding an meaning(a) role in what is taught in teaching context and how it is underway.However, the backwash of language tests would be regarded as either posit ive or banish. When the testing exerts the beneficial influence on language teaching, it could call forth the good teachings and reflect the bad teaching correctively as well. And the testing pot play the role in language teaching as a partner of that process, which is perceived as an accurate relationship between teaching and testing. (Hughes, 20032) Otherwise, when a tests content and testing techniques are aimed to assess the cut back language major power only such as some tests doesnt test learners necessary language abilities ( comprehend, oration, writing and course session) flat, it would exert the harmful influence on language teaching. (Hughes, 2003 Taylor, 2005). The negative backwash would mislead teachers and learners to concentrate on doing what is regarded as unnecessary for achieving high score, and narrow the teaching/learning context as well. (Alderson Wall, 1993 Taylor, 2005) Although language tests play a decisive role in language teaching and learning, t he influence of them may show different results in different teaching and testing situation.1.2 Factors influenced by the backwashThe result of studies shows the backwash for several views of language teaching in classroom to a certain extent, such as curriculum, materials, teaching method and content, attitude and behavior, and learning. (Spratt, 2005 Cheng, 1997)In the view of the curriculum, tests are everlastingly regarded as one of references for the change of curriculums. (Pearson, 1988) In addition, Alderson (1986) agrees that the insertion of language testing is considered as an potent factor which can cause the innovation of language curriculum. However, Vernon (1956) emphasizes that some teachers always overlook part of curriculum which couldnt pass to raise piles of tests directly for they concentrate on genteelness test unreasonablely. Besides the testing, there are many other factors such as the nature of course, the class size, stakes of tests, and schools cou ld affect curriculum as well. (Alderson Wall, 1993 Lam, 1994 Lyon, 1996 evidence Hayes, 2003 Watanabe, 1996) Therefore, it can conclude that in various teaching and testing situation, the backwash for the curriculum will show in different ways, and backwash may not exist in some situations at all yet. (Spratt, 2005)The aspect of backwash for teaching materials, many researches point that the revision of language testing can cause the innovation of language teaching materials usage as well. (Alderson Lyons, 1996 Watanabe, 2000) In addition, some studies point that when the language test gets closer the backwash for the selection of language teaching materials is greater. (Alderson Wall, 1993 Lumley Stoneman, 2000 Alderson Lyons, 1996) Besides, we cant neglect that the aim of choosing and employ some teaching materials is to improve relevant language abilities and some is to produce testing techniques merely. (Spratt, 2005) Consequently, tests can impact the usage of teachin g materials, scarcely is not the main factor to determine it.For the view of teaching methods and content, Spratt (2005) sports that tests especially high-stakes tests can affect the implementation of teaching activities and the choosing of teaching contents. For example, the study of TOEFL from Alderson and Lyons (1996) indicates that teachers teaching techniques and classroom activities lead a great many difference between TOEFL and non- TOEFL classes. Moreover, high-stakes tests would let teachers to spend lots of class time in simulating tasks of tests or promoting techniques and strategies of tests. (Shohamy, 1996) However, some researches find that some teachers believes students efficient language acquisitions play the intimately in-chief(postnominal) role in passing language tests. (Watanabe, 2000) Therefore, it could conclude that testing is not the only factor to lead the variety of teaching methods which is related to the miscellany of teachers and teaching contexts as well.In the aspects of attitude and behavior, Pearson (1988) points that testing has impacts which are two in positive and negative side on attitudes, behavior, and motivation among teachers, students, and parents. For instance, students always recognize that tests let them study hard for achieving high scores, however they to a fault worried about testing cannot reflect their all learning aspects accurately. (Cheng, 1998) Furthermore, some teachers prize that testing is a proper way to ensure whether aims of plan have been achieved. (Morris, 1972) Nevertheless, testing always soaks students, teachers, and parents in the atmosphere of anxiety and fear, as all of them worried about the result of tests. (Shohamy, 1996) Under this kind of pressure, students couldnt play their normal take at the same time teachers would do any(prenominal) can serve their students to achieve higher scores. (Alderson Wall, 1993 Spratt, 2005)The connotation for considering the backwash for learni ng is to discuss whether language testing can make students learn more and better. (Wall, 2000) Studies with mentioning students learning strategies and operation point that in the particular testing context students test scores would have at least ten part improvements through several months of related conduction for testing preparation. However, we are not sure whether these finding can be applied to other learning and testing context. (Smith, 1991) Moreover, Andrew (2002) emphasize that after preparing the oral exam part of language tests some students ripe could achieve testing strategies and learn formulaic expression by rote but couldnt interact meaningfully or appropriately yet.1.3 Factors affect the backwashThe teacher, the school and the exam itself are known as the influential elements which can affect the occurrence and the nature of the backwash. (Spratt, 2005 Alderson Wall, 1993)Above all, the most important factor which can affect the backwash is the teacher. Spec ifically, all of teachers belief about teaching and testing, teachers attitudes towards the test, teachers educational level and experience, and teachers own personality will impact whether backwash exists and it is beneficial or harmful. (Smith, 1991 Alderson Wall, 1993 Alderson Lyons, 1996 Watanabe, 1996 Shohamy, 1996, Spratt, 2005)Moreover, the size of school, the education philosophy of school, and the attitude towards tests of schools administrator are regarded as the factors which can influence the backwash. (Watanabe, 2000 Smith, 1991 Read Hayes, 2003) According to Alderson and Wall (1993), schools can curb the appearance of the backwash and affect its nature even for communicative tests.In addition, test itself would be able to impact the existence and the bore of backwash. (Spratt, 2005 Alderson Wall, 1993) Morrow (1986) asserts that the language test which can measure candidates ability of language application can be considered as a fit test with powerful and benefic ial backwash.In summary, language testing can exert influence on language teaching and learning indeed, but it will present as either positive or negative. As the backwash can impact lots of aspects of language teaching and learning process the existence, the nature, and the deep of it essential be diverse in different views. Moreover, the backwash is also affected by some elements, so its nature must be independent in different teaching or testing context neither. Therefore, the backwash will be shown in exceedingly different states in different teaching and testing context. Even though in a particular situation, each aspect of the backwash must be different neither.2. The backwash for College position Test (CET) in college side of meat teaching crosswise China2.1 Introduction of CET in ChinaThe College side Test (CET) is a national unified test which is sponsored by naughty Education Department of the Minister of Education of China and administrated by The case College posi tion Testing Committee. (CET Testing Committee) After completing the English butt course in the second school year, all of university students across China are permitted to participate in this test. (Yang, 2000) There is national wide mountain range of stakeholders (teachers, students, and administrators) involved in this test. In other words, the CET can be regarded as a high-stakes test. Besides, it is proved that the CET is an effective means of measurement for its result can accurately reflect the CE teaching and learning situation some(prenominal) of one university at different stages and different universities at the same stage. (Gu, 2005) As the high status and reputation of this test, passing the CET-4 is regarded as a aptitude to obtain the B.A degree among the majority of Chinese universities. Therefore, there is an extremely close relationship between the CET and the College English teaching and learning indeed. Furthermore, the results of many researches show that th e CET can exert beneficial washback on The CE teaching and learning. (Li, 2009 Gu, 2005 Shao, 2003) Specifically, the exploit of College English Teaching Syllabus has been promoted in CE teaching and learning by the CET. (Gu, 2005) However, there is harmful influence on CE teaching and learning from the implementation of CET as well. (Li, 2009 Gu, 2005 Shao, 2003) Excessive exploitation of coaching materials makes classroom teaching be confined for preparing the test, which results textbooks cant be completed ideally. (Gu, 2005) The washback of CET on CE teaching and learning is either positive or negative and will be discussed specifically as follows.2.2 The positive backwash of the CETWe have discussed that the teacher, the school, and the test itself are the main elements which can affect the existence and the nature of washback on language teaching and learning above.Practically, as the CET is a high-stakes test, it makes all of administrators, teachers, and students to think highly of it. (Hughes, 2003) Moreover, one of the CETs aims is to promote the implementation of College English program Requirements in College English teaching and learning. (CET Testing Committee) In other words, to think highly of the CET among participants could be seem as to link up greatness to College English teaching and learning. Therefore, one of the positive wahback of the CET is that it can guarantee the elemental stage of implementation of college classroom English teaching.Moreover, according to the validation study of the CET (Yang Weir, 1998) shows that the CET is a highly reliable and valid test with rational design and can measure non-English majors English proficiency demandly and objectively at the tertiary level across China. So it can guarantee that the CET can provide the sensible feedback to assist college English teachers and students to promote their teaching and learning.The most important factor to warrant the positive washback is the design of ques tion forms. (Gu, 2005 Li, 2009) Specifically, in order to fully reflect the importance of listening ability, the part of listening comprehension occupies a hefty proportion in the CET. Besides, the question forms get hold of not only the objective choice but also the innate dictation with relatively diversity. Moreover, the selection of subject includes both narrative passages and dialogues with slopped practicability. As reading is one of the main resources to achieve the information for people, training reading ability play a significant important role in college English teaching requirements. For meeting this demand, the CET has appreciable amount of reading tests with rational question form design. All of the selected reading texts are in the form of discourse. For the great percentage of listening and reading in CET, both teachers and students think highly of promoting these two kinds of abilities actively. Furthermore, as the productivity and practicability of these parts of tasks, teachers pay more upkeep to use of original teaching materials. (Gu, 2005 Shao, 2003) By this way, students applied language abilities can be real essentially. Gradually, with the abilities development, students confidence and arouse on learning English has been enhanced as finding themselves can read original English discourse and understand English radio and TV programs days after days. Therefore, the other positive washback of the CET is that it can stick in college English teaching and promote college teaching and learning level across China.Tests of writing and speaking are the most important means to measure whether students have the ability of language application (Hughes, 2003). As the writing part in the CET, it sets the tasks and selects the samples as expression of attitude and information with all students beaten(prenominal) topic to evaluate students communicative applied ability in create verbally English. (Gu, 2005 Shao, 2003) It guides a clear direc tion for teachers teaching and students learning so that they can understand the centre of college English teaching and learning of non-English major has born-again from knowledge of language to language itself. In other word, this kind of washback makes both teachers and students pay more attention on training of language application. For the speaking test of CET is elective, which means a student must get an exact higher score in the written part of the CET (more than 560 points in the CET-4 and more than 530 in the CET-6) who can be permitted to participate in the oral part of the CET. (Li, 2009 Gu, 2005 Shao, 2003) In order to achieve the opportunity to take part in speaking test, most of students eager to get the highest possible scores in written part. At the same time, it acts students study hard. As it is regarded as adventitious motivation which is not as good as the intrinsic one but is better than nothing. (Alderson Wall, 1993) With achieving higher scores, students integrated language abilities have been alter efficiently. Above all, the part of speaking of the CET exerts the beneficial washback on college English teaching and learning as they enhance the initiative of students.2.3 The negative washback of the CETHowever, as the students performance of the CET is an important symbol of English teaching quality in each college and also the focus of competition among them in China, the results of the CET are given insupportable importance. (Li, 2009 Gu, 2005 Shao, 2003) Specifically, in the fourth semester teachers just use the CET-oriented materials completely such as various simulated tests and the former CET papers to prepare the CET which is coming in June without any active classroom activity among students. They believe that test-oriented materials can help students to familiarize the test format and train their time management skill so that enhance the passing rate. (Gu, 2005) Using them as teaching materials in classrooms is inappropr iate, as the CET is just the measurement not the purpose of college English teaching. Therefore, on the aspect of English teaching time distribution, there has been a phenomenon that the unfaltering teaching time has been compressed and the curriculum has been distorted among a great many of universities. Moreover, as the part of speaking in the CET is still optional until now, it must let teachers and students neglect to promote the oral ability during the plosive speech sound of test preparation. In this teaching environment, students are forced to face a lot of papers practice and the inevitable appearance of students dummy English have become increasingly unusual. Finally, students integrated applied abilities haven been promoted adequately with the lack of productive language skills training.Moreover, the score and the certificate have the considerable influence on opportunity of students future learning and job. (Li, 2009 Gu, 2005 Shao, 2003) It potentially makes some studen ts regard achieving the CET Certificate as their final goal of learning English during their undergraduate study period. Consequently, after passing the CET, lots of non-English major students dont attach importance on English learning any more with this shallow attitude. Therefore, the CET cant motivate students to learn English intrinsically.On the aspect of test itself, it restricts students real language ability and interactive language ability. According to Krashen (1982), the most effective way for people to acquire language is achieving comprehensible input. precisely this kind of language input which is slightly higher than learners current level can help learners obtain the better learning effect. As excessive emphasis on the initiative of the CET, the objectivity and impartiality of the score, the stability of the test level, the most of question forms of the CET are the multiple choices. (Li, 2002) Hence, students stray from the right style of learning English with the neglect of the cultivation about real language input and communicative ability training to concentrate on grammar, lexical analysis, testing skills unduly.In summary, the CET itself does exert the certain influence on the college English teaching in China. However, the research (Gu, 2005) shows that some schools and some classes which use textbooks and other teaching materials creatively have the better performance and higher scores in the CET. Therefore, the effects of the CET are much less than other elements such as the attitudes of schools, teachers, and students towards the CET teachers teaching level teachers academic level teaching methods and students initiative. The CET is just a very small part of the whole college English teaching system. Besides, as there are a great many of helplessness which shouldnt be neglected, it is eager to find out some ways and means to achieve the beneficial washback of the CET to assist the college teaching efficiently.Promote the beneficial washback of the CETAs there is a close relationship between the CET and the college English teaching indeed, the CET not only can but also should exert beneficial backwash on college English teaching. Therefore, we attempt to find out the way how we can achieve as more backwash as possible. The possible suggestion will be argued as followsAim to college teaching syllabi, cod a large number of direct language testing call for language testing means testing communicative language skills directly with using as many authentic texts and tasks as possible. (Hughes, 2003) Using direct language testing can measure students skills what we would like to foster efficiently and promote the implementation of related practice for those skills sufficiently during the regular teaching time. (Bachman, 2000) Therefore, in the CET using a great many direct language testing so that test whether students have the effective communicative language ability in the certain context. In this way, we would be able to boost students to practice those interactive language skills as much as possible. Consequently, we can obtain the beneficial backwash from the CET to college English teaching in China as figure 1 shows.Sample tasks of writing test as much authentically and practicably as possibleAdding numerous authentic and practicable tasks in writing test can promote the capricious of the CET. In addition, the creativity of teaching and learning can be developed rather than concentrate on what they can predict. (Hughes, 2003) Consequently, students expression ability in written English can be promoted exactly.3.3 Give the same importance to speaking test as othersChange the part of speaking in the CET to be compulsory rather than optional. Some research shows that Chinese college students oral ability is the weakest one among others. (Ceng, 1999) According to that, promoting their oral ability must be enforced. Testing the abilities which you want to incent can achieve the beneficial b ackwash of test sufficiently. (Hughes, 2003) Therefore, adding the oral part in the whole CET compulsorily can motivate teachers and students to promote this skill consciously.3.4 Provide assistance to teachers in order to hold the new test modelIntroduction of a new pattern of the test may lead many teachers feel they dont adapt it. (Hughes, 2003) delegate the CET from grammar and vocabulary oriented to be more communicative would make a large number of teachers feel they are not familiar to enhance students communicative skills. Therefore, essential training and assistance for teachers could avoid imbalance and loony bin to support the help to teaching.3.5 Reduce the status of the CETThe figure 2 shows the relationship between the CET and the college English teaching and learning currently. Therefore, if make the provision that is ever-changing the CET from the compulsive test to be the optional test during undergraduate study. Besides, get rid of all unreasonable regulations which stipulate CET certificate is one of qualifications to obtain the B.A degree. This is the basic condition to reform college English teaching with getting rid of test-oriented education. We could achieve the positive backwash of the CET to establish more harmonious relationship (which is shown in figure 3) between the CET and the college English teaching in China.To summarize, the innovation of the CET to be more communicative, more practicable, more productive would be able to promote the beneficial backwash of it to influence college English teaching across China energetically.ConclusionThe present essay has discussed the relationship between the language testing and language teaching and learning from generally to specifically. The effect of the language testing is defined as backwash to impact several views of language teaching and learning. In a certain teaching and testing context, the backwash of CET has been known as to affect the implementation of the college English t eaching curriculum the using teaching materials the teaching method and content the administers, the teachers, and the students attitudes towards college English teaching and learning. Additionally, as there are some elements affect the deep and the nature of the CET backwash, it presents either beneficial or harmfully in different aspects of the college English teaching across China. Finally, with some theories of language testing and foreign language acquisition this essay have illustrate some proposals how to achieve as more beneficial backwash of the CET as possible.However, as the importance of communicative college English teaching is a growing concern, the demands of the productivity, the practicability, and the communicability of the CET have been received greater attention in China. Therefore, it needs to invest more and research to enhance the quality of the CET so that promote the beneficial backwash of it to cooperate with the college language teaching and learning perfe ctly.