Language assessments do more than measure proficiency, they influence how teachers teach and how students learn. For this reason, test developers are encouraged to design assessments that lead to positive washback, supporting meaningful learning rather than rote preparation.
Recent impact-by-design approaches suggest that research on washback does not have to wait until a test is in use. Instead, it can be built into various stages of test development to anticipate potential effects and guide better design decisions.
This study takes that approach. We conducted a hypothetical washback investigation of an English speaking test intended for use in Japanese university admissions. Nine senior high school teachers (Grades 10–12) were introduced to the test and interviewed about its likely effects on classroom practice and student learning. They also discussed the factors that might shape these effects, imagining a scenario in which the test became a high-stakes, nationwide requirement.
Key findings inlcude:
- Washback effects were mediated by factors inlcuding the educational goals of the insitution, the overlap between the test and teeaching at the school, proximity and various factors, such as English proficiency, motivation and willingness to speak.
- The introduction of a speaking test as a university entrance exam may increase the amount of speaking in lessons, including the types of task and increase focus on productive skills.
- The suggestion that washback research should be done before introduction of a test.
Citation
Allen, D. (2025). Investigating the washback potential of the BCT-S. British Council. https://doi.org/10.57884/AZNR-RT90