Testing and the backwash effect

A language test can be described as an instrument which measures a learners

foreign language competence. There is a distinction according to tests goals:
placement tests are used for assigning students to classes at different levels,
diagnostic tests are used for identifying students strengths and weaknesses,
achievement tests for establishing how successfully students achieved course
objectives, and proficiency tests measure peoples ability in language regardless
of any training they may have had. Nowadays, there are many commercialised
proficiency language tests offered by different language schools. owever, they
should all refer to !ommon "uropean #ramework $visit
www.coe.int%T%"%cultural&co'operation%education% for more information on
(anguage policy).
Another important aspect of testing is the backwash effect. Accordingly, the
influence of a test on teachers and students may be positive or negative,
beneficial or harmful. ".g. if the test has no speaking component, teachers might
neglect practicing this skill in their classes. This is harmful backwash. *n order to
foster positive backwash effects that will improve language education, tests must
integrate all parts of language competence. Arthur ughes gave some good
advice on what is important in testing. e claims that you should firstly test the
abilities of those whose development you want to test. +econdly, use direct
testing: ,*f we want people to learn to write compositions, we should get them to
write compositions in the test- $ughes, .//0, p.12). Thirdly, sample widely and
unpredictably. #ourthly, make testing criterion'referenced $make clear what
candidates have to be able to do). #ifthly, ensure test is known and understood
by students and teachers, si3thly, base achievement tests on objectives, and
finally, where necessary, provide assistance to teachers. $ughes, .//0, p.11'
14)
(ast year, #aculty of 5hilology made a great change introducing a modern
entrance e3am. The new e3am system is composed of five different parts, testing
all "nglish language skills including writing, listening, use of grammar, reading
and speaking $not mostly grammar as before). A copy of the test was available at
www.fil.bg.ac.yu%sslu6ba%studije.html and * hope it will be available again this
year as it is very important for teachers, and e7ually for students, to familiarise
themselves with the e3am.
*n order to find out what teachers think about the changes, * went to the
5hilological igh +chool and talked to *vana 5avlovic, a teacher who had several
students taking the e3am last year. +he gave answers to my 7uestions:
0. (ast year some of your students took the entrance e3am. ow did you prepare
them and did you have enough time to adjust your teaching to the changes
made8
1
*. 5avlovic: #aculty of 5hilology entrance e3am is based on the high school
syllabus. *t is practically an achievement test and therefore the results depend far
more on continual work throughout high school than on special preparations over
a short period of time. At the 5hilological igh +chool where * teach we have
more language lessons than at other schools, so we have enough time to do
everything very thoroughly. * did not feel that the new entrance e3am re7uired
any changes in my teaching because we practiced listening, reading, writing and
speaking anyway and * felt my students were well prepared.
owever, the students felt a bit uncomfortable because the information about the
new structure of the e3am came 7uite late and it is never very comfortable when
you are the one to break the ice.
.. 5lease tell us something more about the changes made. ow did they or how
will they influence your teaching8 9id you have to change the course books you
use or did you have to change the methods you use, for e3ample include more
speaking practice8
*. 5avlovic: :e have been using te3t books by "nglish publishers for many years.
All these te3t books teach integrated language skills, so my students had had a
lot of practice long before the entrance e3am. After the school year was over we
did meet every day to practice, but these lessons were nothing more than
revising what they already knew. They needed reassurance more than they
needed practice.
owever, it was interesting to hear what the students preparing for the e3am
think about the preparations so a student from another school, Nevena 9jukic,
has answered two 7uestions:
0. ;ou plan do take an entrance e3am at #aculty of 5hilology. ow do you
prepare for the e3am8 :ere your "nglish lessons at school a good basis for the
e3am and are there some skills that you haven<t really practiced8
N. 9jukic: * take private lessons but * also work with my sister... =egarding my
"nglish lessons from school they are not a good basis because my "nglish
teacher sometimes asks some things that she does not know the answer to. *
could say that my "nglish language knowledge didnt really improve in these 1
years. :e did not practice at all, and our teacher could not work with us because
she does not have any influence on us.
.. 9o you find the e3am generally very difficult8 :hich part of it $writing, listening,
speaking, reading or grammar test) is the most difficult for you8
N. 9jukic: >enerally * find it difficult or maybe * am just terrified of it? * think that
the most difficult part for me is writing because * have never done such a thing
like writing an essay?
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References:
ughes, A. $.//0). Testing for Language Teachers. !ambridge:!ambridge
@niversity 5ress.
*rena Ailadin
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