期刊名称：International Journal of Social Sciences and Humanity Studies
电子版ISSN：1309-8063
出版年度：2017
卷号：9
期号：2
页码：126
出版社：Social Sciences Research Society
摘要：The high-stake examinations are often claimed to have the positive washbackeffect of enhancing classroom practice and instruction. This notion proceedsfrom the position that tests contain what must be taught and learnt. While thisview is logically consistent and theoretically defensible, it fails to fullyacknowledge the negative washback of such tests. Using the National SeniorCertificate (NSC) examination as a case study, this paper draws on Alderson andWall’s (1993) conceptualisation of the examination washback trichotomy anddata elicited through 100 surveys with purposively selected teachers inuMgungundlovu District in South Africa. It challenges the assumption that thesehigh-stake examinations result in positive washback only. Instead, the paperargues that beyond their obvious benefits, the examinations also result in theunintended consequences of negative washback. Following a detailed analysis,the paper shows that the NSC examination led to improved accountability andenhanced classroom instruction, as teachers attempted to improve the pass ratesof their learners. However, they also resulted in the manipulation of test records;a narrow emphasis on teaching subject matter that would be covered inexaminations; and an emphasis on addressing past examination papers to finishthe syllabus. These findings have profound implications for education policy andpractice.
