A Research On The Backwash Of Achievement Tests On Senior High English Teaching And Learning

In high school English teaching,achievement test is an indispensable part.Teachers can diagnose and evaluate students’ learning effect according to the results of achievement test,so as to get feedback on teaching effect.However,in the actual teaching,the achievement test often fails to play its role in diagnosis,feedback and evaluation,as well as talent selection and placement,resulting in the failure to achieve the expected teaching effect.Whether the backwash effect of the achievement test in the author’s school on English teaching is positive or negative is a topic worth exploring.On the basis of combing the relevant literature,this research takes the achievement test paper of the first year of the second grade of Tongxin County Yuhai Middle School as the research object,and solves the following three problems through the analysis of the test paper and the questionnaire interviews of teachers and students:First,how is the content design of the English achievement test paper of Yuhai Middle School in Tongxin County?Second,did the school’s nine achievement tests have a positive or negative backwash effect on teachers and students?Third,if improved,how to make the English achievement test play a positive backwash effect?The research found that there are some problems in the English achievement test paper in the second grade of the author’s school,mainly in that the test paper is not closely related to what students have learned,the test is not what students have learned,the question type is single,etc.which has a positive backwash effect on high school English teaching,but There are still many negative effects.In order to give full play to the function of achievement test in the information feedback,diagnosis,evaluation and promotion of students’ development,this study puts forward the following suggestions based on the problems found in this study on the basis of combing other literatures:increase the diversity of test question types;teachers should design questions in conjunction with teaching and students to enhance the practicality of test paper content;play the role of teaching evaluation and change the evaluation basis for teachers and students;Schools should also strengthen the training of teachers to improve teachers’ theoretical knowledge level in tests and propositions.