Backwash of Writing Test of NMET on Senior English Teaching and Learning

徐斐

【Abstract】“Backwash” refers to the influence of language tests on language teaching and learning. Researchers have conducted a vast number of theoretical and empirical researches on test backwash. The NMET has a significant effect on senior English teaching and learning. The author discusses NMET with the writing part of it as the focus. The purpose of this thesis is to figure out how the NMET affects senior English teaching and learning.

【Key words】NMET； senior English teaching and learning； backwash effect

Ⅰ. Literature Review

Madaus made effort in the 1970s to investigate the impact of standardized tests newly introduced on Irish schools. Alderson take attempt to investigate backwash by classroom observations. Their innovative study focuses on the impact of the O-level English examination in Sri Lanka on language teaching. Their conclusion is that the new examination is less influential than expected.

However， the research on backwash in China has already lagged behind other countries. Li Xiaoju reports the changes brought about by the MET in China ELT schools. In the 1990s， the most influential empirical researches on backwash were conducted by Chen Liying. Her paper discusses the nature of backwash effect， the different stages of backwash effect， and so on.

Ⅱ. NMET in writing and present situation of EFL in senior high schools

2.1 Introduction of NMET in writing

National Matriculation English Test （NMET）， an important component of National Matriculation Tests， is one of the most influential language tests in China. It is believed to have significant influence on the future of its candidates by determining whether they will have the opportunity to receive higher education.

Written expression is an essential part in NMET， the main purpose of the test is to exam the candidates proficiency in English. It requires candidates to write a short passage about 100 words according to the scene material which was given.

2.2 Present situation of EFL in senior high schools

Examinations play a crucial role in the Chinese educational system. In the context of EFL teaching in senior middle schools， the NMET is considered as the center of teaching， which is obvious in Senior III. So many teachers teach to high stakes tests， make preparations for high stakes tests. These common phenomena of teaching to test suggest the clear backwash effect on EFL teachers and teaching. However， the relationships among English Curriculum Standards， teachers and backwash effect of High stakes tests are very complex to deal with. So this thesis will reveal how NMET influences teachers and the implementation of Senior English Curriculum Standards in parts of Shandong Province.

In the present study， in-service EFL teacher education program refers to the frequency which teachers have attended in-service program related to their professional development within recent years to promote their teaching knowledge and skills and their action research into EFL teaching.

Ⅲ. Theories of backwash

3.1 Definition of backwash

Hughes simply defines backwash as the effect of testing on teaching and learning. Generally speaking， backwash is defined as the effect of tests on teaching and learning. More precisely， as Alderson state， “backwash should be the notion of influence the tests on teachers and learners do things they would not necessarily otherwise do.”

3.2 The classification of backwash： positive and negative backwash

The backwash has been defined as the effect of assessment on teaching and learning. This effect can be either positive or negative. Heaton believe that positive backwash is determined by the effect of examinations on what we do in the classroom. However， in many cases， the curriculum is driven by the assessment leading to negative backwash. Actually， much teaching is always directed towards testing and much time of the class is spent on materials that are presented on the test. Sometimes， the objectives and content of the test do not appeal to students and teachers. For example， some students like and need to learn English communicatively but the test they have to undergo is discrete-point. Therefore， instead of learning integrated skills， they have focused on smaller parts of language. This backwash effect of the test on teaching and learning is negative. In fact， there is no correlation between test objectives and curriculum objectives.

Ⅳ. The method to exert the positive backwash of NMET

4.1 To use different testing methods

In order to help students accomplish their NMET goal and improve teaching method and pattern， we should adopt different testing methods， such as direct testing and indirect testing. A great adjustment has been made in the 2009 NMET （Anhui）， with Proof reading cancelled and Task-based reading and writing added. We should know that testing is serving teaching and studying.

4.2 To be in a position to state the testing problem

This has three parts：

1）We have to set writing tasks that are properly representative of the population of tasks that we should expert the students to be able to perform.

2）The tasks should elicit samples of writing which truly represent the students ability.

3）It is essential that the samples of writing can and will be scored reliably.

4.3 To adopt various teaching methods to improve students writing abilities

Though the written expression in NMET can not be so comprehensive that it can test all aspects of English abilities， we should break the routine that treat the entrance examination as the baton in teaching. Testing is just a way to estimate the products of the students. Therefore， we should not only teach students the model essay， but for the first and the most， writing method—to train their ability of thinking.

Ⅴ. Conclusion

In this thesis， the author has explored issues concerning backwash in Senior English teaching context. On one hand， the phenomenon of “teaching to test” does exist in senior English teaching setting in China. Though senior English teachers have already perceived the harmful effect of “teaching to test”， they themselves would not like to change their way of teaching. On the other hand， “l(fā)earning to test” is an important factor causing “teaching to the test”， for senior students expect their teachers to teach what is to be tested or test taking skills. The investigation also shows that NMET has much influence on the implementation of new Senior English Curriculum Standards in many ways.

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