A Study On The Test Validity And Backwash Effect Of TEM4 "Grammar And Vocabulary"

Currently, Test for English Majors (TEM4) is one of the largest official foreign language tests in China. Researchers have conducted a tremendous amount of study on it, most of which, however, focuses on the research of either the test validity or its washback effects. This study is a combination of the two aspects.In the part of the study on the test validity, based on the2009-2013test items of Grammar and Vocabulary in TEM4, this research examines the content validity of this test type from three perspectives and the research questions are:1) Is test content relevant to the test objective?2) Is test content representative?3) Is test content suitable to the testees? Besides, the study explores the washback effects of TEM4on the English major education at the foundation stage from the following four aspects:1) The influence of TEM4on the psychological facet of both teachers and students;2) The perceptions held by both teachers and students of the role of TEM4;3) The positive and negative washback of TEM4upon teachers’teaching and students’learning respectively;4) The distinctions of TEM4washback on different teachers and students respectively.The research results of this study show that generally speaking, Grammar and Vocabulary in TEM4has high validity. Moreover, it exerts washback on the psychological aspects of both teachers and students. TEM4exerts motivation instead of pressure and anxiety on teachers in their teaching. On the part of the students, TEM4exerts both impetus and pressure on them with the former outweighing the latter. Teachers and students hold correct perceptions of the role of TEM4in teaching assessment and learning assessment. There is positive washback on the teachers’and students’activities in terms of contents and methods, which aim to enhance the students" overall language ability. The negative washback is that when TEM4draws near, there are some test-taking activities. Distinctions are detected in TEM4washback on different teachers and students respectively. The washback effects on the teachers are distinct as the personal background varies from teacher to teacher. The difference in the washback effects is also observed among students with different language foundations. Based on the research results, this thesis provides implications for teachers and students. Both parties should endeavor to promote the positive washback of TEM4.