Washback Effects of High-Stakes Examinations on Teachers’ Perceptions of their Instructional Practices

Chahrazed Mirza, Hossein Teymoori, Hajer Mirza

Abstract


Educational reforms often need help in practical implementation. One noted challenge in Algeria is the under-implementation of the competency-based approach (CBA). While the current literature has attempted to identify the causes of the frequently highlighted under-implementation of the CBA in Algeria, the potential washback effects of high-stakes examinations, particularly the baccalaureate examinations (BAC), still need to be explored. Teachers’ perceptions about the misalignment between examination prerequisites and the competency-based curriculum objectives were overlooked. This study examined the possible washback effects of the high-stakes baccalaureate examinations (BAC) on teachers’ perceptions about their instructional practices and the inefficacious implementation of the CBA. An explanatory quantitative design was adopted. Online questionnaires were administered to 85 English language teachers across diverse Algerian high schools. Using descriptive statistics, the results revealed that BAC examinations were not competency driven. The teachers perceived a clear misalignment between the BAC examinations' objectives, which emphasized measuring language knowledge and skills, and the CBA’s integration pedagogy, which emphasized teaching and measuring competencies. Further, the BAC examination prerequisites induced a marked negative washback effect on teachers’ instructional practices, driving them towards traditional methods aligning with examination content, thereby sidelining the CBA objectives. This consequential misalignment was a pivotal deterrent to the desired educational reforms. Given the influence of examinations such as BAC on instructional strategies, there is an urgent need to synchronize BAC examination objectives with competency-based curriculum objectives to foster genuine and effective implementation of the CBA in classrooms.

https://doi.org/10.26803/ijlter.22.9.31


Keywords


Competency-based approach (CBA); washback effects; educational reform; baccalaureate examinations (BAC)

Full Text:

PDF

References


Ahmad, S., & Rao, C. (2012). Examination washback effect: Syllabus, teaching methodology and the learners’ communicative competence. Journal of Education and Practice, 3(15), 173–183. https://www.researchgate.net/publication/301338521_Examination_Washback_Effect_Syllabus_Teaching_Methodology_and_the_Learners'_Communicative_Competence

AlAbri, S., & Mirza, C. (2022). Teachers’ beliefs about grammar teaching within a context of Omani secondary schools. Arab World English Journal, 13(2), 401-411. https://dx.doi.org/10.24093/awej/vol13no2.27

Alderson, J.C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115–129. https://doi.org/10.1093/applin/14.2.115

Aouine, A. (2011). English language assessment in the Algerian middle and secondary schools: Context and evaluation [Magister thesis, University of Mouloud Mammeri, Tizi Ouzou]. https://www.ummto.dz/dspace/handle/ummto/192

Azadi, G., & Gholami, R. (2013). Feedback on washback of EFL tests on ELT in L2 classroom. Theory and Practice in Language Studies, 3(8), 1335. https://doi.org/10.4304/tpls.3.8.1335-1341

Bader, F., & Hamada, H. (2015). Competency-based approach between theory and practice. Revue des Sciences Humaines, 26(4), 7-19. https://www.asjp.cerist.dz/en/article/88981

Baidoo-Anu, D., & Ennu Baidoo, I. (2022). Performance-based accountability: Exploring Ghanaian teachers’ perception of the influence of large-scale testing on teaching and learning. Education Inquiry, 1-18. https://doi.org/10.1080/20004508.2022.2110673

Bailey, K. M. (1996). Washback in language testing education journal. RM-99-4. Princeton, NJ: Educational Testing Service. https://doi.org/10.11648/j.edu.20150401.12

Boukhentache, S. (2019). Competency-based evaluation of the Algerian English Language BAC Test. El Wahat pour les Recherches et les Etudes, 12(2), 1132-1148. https://www.asjp.cerist.dz/en/downArticle/2/12/2/108914

Bullock, N. (2017). Learning & testing alignment: Towards positive washback. [PowerPoint presentation at the ICAO LPRS - 10 years on: Progress or Pain? Dubrovnik]. https://www.researchgate.net/publication/347982328_A_Re-Evaluation_of_Washback_for_Learning_and_Testing_Language_in_Aeronautical_Communications

Canli, B., & Çakir, I. (2022). The washback effect of the undergraduate English Placement Examination on language teaching from the perspectives of the teachers. Novitas-ROYAL (Research on Youth and Language), 16(2), 1-15. https://files.eric.ed.gov/fulltext/EJ1365008.pdf

Cherairia, B., & Benhattab, A. (2021). Investigating the challenges in implementing competency-based approach as a framework for in-service EFL teachers’ training. In Translation, 8(1), 397-411. https://www.asjp.cerist.dz/en/article/173479

Cholis, H. W. N., & Rizqi, F. (2018). Senior high school English teachers' perceptions on a high-stakes test (SBMPTN): A washback study. International Journal of Education and Literacy Studies, 6(3), 47–52. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.47

De Ketele, J. M. (2010). Ne pas se tromper d'évaluation. [Not to make the wrong assessment]. Revue Française de Linguistique Appliquée, 15(1), 25-37. https://doi.org/10.3917/rfla.151.0025

Dikilita?, K., Dollar, Y. K., & Mede, E. (2018). English language teachers’ perceptions of involvement in high-stakes testing in Turkey. In D. Xerri & P. Vella Briffa (Eds.), Teacher Involvement in High-Stakes Language Testing, 233-244. https://doi.org/10.1007/978-3-319-77177-9_13

Djerouance, F., & Bensafi, Z. (2022). English language teaching and learning under the competency-based approach principles in the Algerian high school: Real hindrances & possible solutions. Academic Review of Social and Human Studies, 14(2), 70-78. https://www.asjp.cerist.dz/en/article/194602

Green, A. (2013). Washback in language assessment. International Journal of English Studies, 13(2), 39–51. https://doi.org/10.6018/ijes.13.2.185891

Gerard, F. M. (2006). L’évaluation des acquis des élèves dans le cadre de la réforme éducative en Algérie. In "Réforme de l'Education et Innovation Pédagogique en Algérie. Alger’’, Ministère de l'Education Nationale, Programme d'Appui de l'UNESCO à la Réforme du Système Educatif. [The assessment of students' achievements within the framework of the educational reform in Algeria. In "Educational Reform and Pedagogical Innovation in Algeria." Algiers, Ministry of National Education, UNESCO Support Program for Educational System Reform]. UNESCO-ONPS, 85-124. https://unesdoc.unesco.org/ark:/48223/pf0000158372

Hatipo?lu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: Expectations and needs of pre-service English language teachers. ELT Research Journal, 4(2), 111-128. http://dergipark.ulakbim.gov.tr/eltrj/article/view/5000161661/pdf_18.

Hughes, A. (2003). Testing for language teachers. Australian Review of Applied Linguistics, p. 27. https://doi.org/10.1017/CBO9780511732980

Kennedy, S., & Lui, R. (2013). Washback of a high-stakes English test in China: Student and teacher perceptions. Concordia Working Papers in Applied Linguistics, 4(10), 23–29. http://www.enl.auth.gr/symposium19/19thpapers/042_Tsagari.pdf

Kilickaya, F. (2016). Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom. Lublin Studies in Modern Languages and Literature, 40(1), 116–134. https://doi.org/10.17951/lsmll.2016.40.1.116

Korkmazgil, S., & Sefero?lu, G. (2013). Exploring non-native English teachers’ professional development practices. Bo?aziçi University Journal of Education, 30(1), 1-10. http://dergipark.ulakbim.gov.tr/buje/article/view/5000140041.

Krimat, M., & Merrouch, S. (2022). Assessment in the competency-based approach in teaching English at Algerian secondary schools. Revue Al Tawasol, 28(1), 299-310. https://www.asjp.cerist.dz/en/article/195761

Mansour, D. (2023). The competency-based approach to English language teaching in Algerian secondary schools: Palpable myths or disheartening realities. TRANS Journal for Cultural Studies, p. 23. https://www.inst.at/trans/23/the-competency-based-approach-to-english-language-teaching-in-algerian-secondary-schools-palpable-myths-or-disheartening-realities/

Madaus, G. (1988). The distortion of teaching and testing: High?stakes testing and instruction. Peabody Journal of Education, 65(3), 29–46. http://www.jstor.org/stable/1492818.

Miliani, M. (n.d.). Enseignement à travers les méthodes dans les programmes de la réforme: Cas de la langue anglaise.[Teaching through methods in reform programs: The case of the English language]. https://www.asjp.cerist.dz/en/downArticle/2/12/2/108914

Mirza, C., Teymoori, H., & Mirza, H. (in press). Teachers’ perspectives on the competency-based approach: Assessing readiness for a new educational reform. International Journal of Learning, Teaching and Educational Research, 22(9).

Mirza, H., Mirza, C., & Bellalem, F. (2023). Ethical considerations in qualitative research: Summary guidelines for novice social science researchers. Social Studies and Research Journal, 11(1), 441-449. https://www.asjp.cerist.dz/en/article/220704

Mitsiaki, M., Kyriakou, N., Kyprianou, D., Giannaka, C., & Hadjitheodoulou, P. (2021). Washback effects of diagnostic assessment in Greek as an SL: Primary school teachers’ perceptions in Cyprus. Languages, 6(4), 195. https://doi.org/10.3390/languages6040195

Onaiba, A. E. (2015). Impact of a public examination change on teachers' perceptions and attitudes towards their classroom teaching practices. IOSR Journal of Research & Method in Education, 5(10), 70-78. https://doi.org/10.9790/7388-05517078

Pearson, I. (1988). Tests as levers of change (or 'putting first things first'). In D. Chamberlain & R. Baumgartner (Eds.), ESP in the classroom: Practice and evaluation (pp. 98–107). ELT Documents. London: Modem English Publications in association with the British Council. http://www.sciepub.com/reference/215633

Peirce, B. (1992). Demystifying the TOEFL® Reading Test. TESOL Quarterly, 26(4), 665.

https://doi.org/10.2307/3586868

Pizarro, M. (2010). Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools. Revista Alicantina De Estudios Ingleses, 23, 149-170. https://doi.org/ 10.14198/raei.2010.23.09

Rahman, S. (2014). Teachers suffering from exam washback effect: Exclusion of practicing speaking and listening skills in English classes [Doctoral dissertation, BRAC University]. http://hdl.handle.net/10361/3961

Roegiers, X. (2005a). L'évaluation selon la Pédagogie de L'intégration: Est-il possible d'évaluer les compétences des élèves? In K. Toulabi-Thaalibi & S. Tawil (Eds.), La Refonte de la Pédagogie en Algérie - Défis et Enjeux d'une Société en Mutation (pp. 107-124). Alger, Ministère de l’Education National, PARE/ UNESCO. https://www.scribd.com/document/31956962/L-Evaluation-Selon-La-Pedagogie-de-l-Integration

Roegiers, X. (2005b). Vers une pédagogie de l’intégration: Réflexions critiques sur l’évaluation. In X. Roegiers (Ed.), L’évaluation de l’apprentissage et de la formation – Entre normes et régulations (pp. 49-77) [Towards a pedagogy of integration: Critical reflections on assessment. In X. Roegiers (Ed.), Assessment of learning and training - Between norms and regulations.]. De Boeck Supérieur. https://www.cairn.info/quelles-reformes-pedagogiques-pour-l-enseignement--9782804169077-page-241.htm

Salehi, H., & Yunus, M. (2012). The washback effect of the Iranian universities’ entrance exam: Teachers’ insights. Journal of Language Studies, 12(2), 609-923. https://www.researchgate.net/publication/286484868_The_Washback_Effect_Of_The_Iranian_Universities_Entrance_Exam_Teachers'_Insights

Sentürk, F. (2013). Washback effect of KET exam in learning English as a foreign language. [Unpublished master’s thesis]. Ça? University, Mersin. https://tez.yok.gov.tr/UlusalTezMerkezi/

Shah Toti, U., Khan, I., & Ali Mohamed, A. W. (2022). Investigating the washback effect of examinations phobia in EFL learning context students and teachers’ perceptions. Pakistan Languages and Humanities Review, 6(3), 392–400. https://doi.org/10.47205/plhr.2022(6-III)34

Sadighi, S., Yamini, M., Sadegh Bagheri, M., & Yarmohammadi, L. (2018). Investigating pre-university EFL teachers’ perceived wash-back effects of university entrance examinations and teaching materials on students’ learning objectives and teachers’ class performance. Cogent Social Sciences, 4(1). https://doi.org/10.1080/23311886.2018.1546448

Tayeb, Y. A., Aziz, M. S. A., Ismail, K., et al. (2014). The washback effect of the General Secondary English Examination (GSEE) on teaching and learning. GEMA Online® Journal of Language Studies, 43(12), 83-103. https://doi.org/ 10.17576/GEMA-2014-1403-06

Thu, D. (2020). Washback of an English achievement test on teachers’ perceptions at a Vietnamese university. VNU Journal of Foreign Studies, 36(3). https://doi.org/10.25073/2525-2445/vnufs.4564

Tsagari, D. (2011). Washback of a high-stakes English exam on teachers’ perceptions and practices. Selected Papers on Theoretical and Applied Linguistics, 19, 431–445. http://www.enl.auth.gr/symposium19/19thpapers/042_Tsagari.pdf

Weir, C. J. (2005). Language testing and validation. Palgrave Macmillan. https://link.springer.com/book/10.1057/9780230514577

Wu, Z. (2014). Washback effects of the reformed CET-4 on college English teaching and learning in China: Students' perspectives [Ph.D. thesis]. Indiana University of Pennsylvania. https:// doi.org/10.5172/ijpl.2011.6.3.243

Zhan, Y., & Andrews, S. (2014). Washback effects from a high-stakes examination on out-of-class English learning: Insights from possible self theories. Assessment in Education: Principles, Policy & Practice, 21(1), 71–89. https://doi.org/10.1080/0969594X.2012.757546


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493