TUTORIAL TOPIC

4: BASIC
PRINCIPLES OF
ASSESSMENT

Presented by: Low Loo Ken, Young Poh

Ping

Question 1(a)
Identify and discuss two washback
effect of test scores on students
development.

Washback Effect

The impact that tests have on teaching

and learning (Hughes, 2003).
The effect of test has on classroom
practice (Berry, 1994).
Tests are potentially levers for change
in language education; the argument
being that a bad test has negative
impact, a good test should or could have
positive washback.

1. Positive Washback

Positive
washback,
or
guided
washback
can
benefit
teachers,
students and administrators.
Positive washback assumes that testing
and curriculum design are both based on
clear outcomes, which are known to both
teachers and students.
If students perceive that tests are
markers of their progress towards
achieving these outcomes, they have a
sense of aaccomplishment.

1. Positive Washback

A test can positively influence what and how

teachers teach and students learn.
It often offers a chance for teachers to reflect
on the learning process and hence find out
what teaching methods and materials work
best for students.
Besides, it makes students realize how well
they can do certain types of work and what
they need to improve. In other words, testing
allows the students to evaluate themselves and
also in peer group.

2. Negative Washback

Negative washback is said to occur when a

tests content or format is based on a
narrow definition of language ability, and
so constrains the teaching/learning context.
For example, the skill of grammar is tested
only by multiple choice items then there is
great pressure to practise such items rather
than to practise the skill of writing a
grammatically correct sentences itself.

2. Negative Washback

The content of the syllabus mismatches

with the time allocated to study.
A mismatch between the stated goals of
instruction and the focus of assessment
May lead to the abandonment of
instructional goals in favour of test
preparation.

Question 1(b)
How can authentic assessment help
to solve the problems based on the
stimulus above?

Authentic Assessment

A form of assessment in which students

are asked to perform real-world tasks
that demonstrate meaningful application
of essential knowledge and skills.

Authentic Assessment

In order to solve the stimulus mentioned (lack

of creativity, social responsibilities and practical
abilities), teachers need to identify the target
language tasks and transforming them into
valid test items.
The test should reflect real world situations and
contexts.
Good testing should strives to use formats and
tasks that reflect the types of situation in which
students would authentically use the target
language.

Examples
Assessm
ent
Oral
Interview
s

Projects/
Exhibitio
ns
Portfolios

Description

How It Helps?

Informal
Teacher
asks
and
relaxed
students
context
questions
about
personal
background,
activities, readings,
and interests.
Students complete Can observe oral and
experiment
written
or demonstrate use products and thinking skills
of materials
Focused collection Gives overall picture of
of student
student
work
to
show performance and learning

References
Hughes, A. (2003). Testing for language
teachers.
Cambridge:
Cambridge
University Press.