How Does Washback Influence Teaching? Implications for Hong Kong

Abstract

Abstract There is some evidence to suggest that tests have washback effects on teaching and learning (Alderson & Wall, 1993). The extensive use of test scores for various educational and social purposes in society nowadays has made the effect of washback a distinct educational phenomenon. This paper presents preliminary research findings on the washback effect of the Hong Kong Certificate of Education Examination (HKCEE) in English in Hong Kong secondary schools by employing various methodological techniques such as two questionnaires, interviews and classroom observations in sampled schools in Hong Kong. It further discusses the nature of washback effect, the major teaching and learning aspects influenced by it, the different stages of washback effect, and the types of washback effects observed. Preliminary results indicate that washback effect works quickly and efficiently in bringing about changes in teaching materials, which is due largely to the highly adaptable and commercial nature of Hong Kong society, and slowly and reluctantly and with difficulties in the methods teachers employ. It is suggested that the latter effect may be caused by the constraints imposed upon teaching and teachers in our present schools.