A Washback Study On The High-stakes Test

The present study is an attempt to investigate the washback effect of the National Matriculation English Test(NMET)on teaching and learning in Zhejiang Province.The"Participant-Process-Product" washback model serves as a theoretical framework for the study.A mixed-method design is applied,using questionnaire survey and interviews to collect data from 387 test takers and 6 teachers.The study focuses on the relationships between test-takers' perceptions,test preparation and test performance and teachers'perceptions of the test changes in relation to their teaching practices.The present study employs structural equation modeling to investigate the relationships between test-takers' perceptions of test changes and test preparation activities and relationships between test preparation activities and test performance.Test preparation encompasses four categories emerging from factor analysis:assessment and evaluation strategies,long-term learning strategies,socio-affective strategies,and memorization and test familiarization strategies.The results show that perceptions have a significant positive effect on test preparation and test preparation activities directly influence test performance.The multiple group structural equation modeling also reveals the differences in the influence of students' perceptions on test preparation and in the influence of test preparation strategies on test scores between different schools.The in-depth interviews with teachers reveal teachers' perceptions about test changes and their teaching arrangements.The results indicate that test changes have both positive and negative effects on teachers' perceptions.Most of the teachers agree that the new NMET focuses more on language use,but they also admit that they have to take students'language proficiency and teachers' experiences into consideration when designing teaching activities.