MAKING WASHBACK WORK

Abstract

Washback refers to "the extent to which the introduction and use of a test influences language teachers and learners to do things they would otherwise not do that promote or inhibit language learning" (Messick 1996:243). This paper presents a summary of the findings of a small-scale study of the initial washback effects of the recently introduced SPM 1119 (English) examination on teaching. The findings indicate that the new examination seems to have succeeded in bringing about generally positive washback. However, other aspects of the examination, such as the marking procedure and the lack of transparency concerning the assigning of two grade for one examination, are seen to be directly responsible for negative washback, which will defeat the good intentions behind the 1997 introduction of the paper. The writers see potential in the new paper for positive washback and offer suggestions to teachers and the testing authority on making washback work.