On Washback of 中国英语教学英文版 3Testing to General English Education文档格式.docx
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On Washback of 中国英语教学英文版 3Testing to General English Education文档格式.docx
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beneficialorharmfuleffectonteachingandlearning,itisgenerallyacceptedthattestingyieldsboth
negativeandpositivewashback.BymakingacomparisonbetweenNMET(theNationalMatriculation
EnglishTests)andCET-4/CET-6(CollegeEnglishTestBand4/Band6)inthegeneralEnglish
educationandananalysisoftheirrespectivewashback,thispaperdealswithhowtotakeadvantageof
thepositivewashbackandminimizethenegativeonetopromoteELT.
1.Aperspectiveoftesting
Languagetesting,asameasureofevaluationsystem,isanimportantpartofELT.TheSyllabusof
CollegeEnglishinforceholdsthattestingisaneffectivemeansofcheckingitsimplementationand
evaluatingteachingquality.Italsofunctionsasthemainsourcesforbothteachersandstudentstoget
feed-back,whichenablesthemtoreflectontheirteachingandlearningactivitiesandthushelp
improvethejobsofbothsides.Asweknow,ascientificassessmentsystemcomprisestheformation
assessmentandtheendproductone.Theformerappliestostudentstomirrortheirperformanceinthe
processoflearning,andthedevelopmentoftheiraffects,interests,attitudes,strategies,etc.whilethe
latter,inmostcases,assumingtheformoftesting,examinesstudents’comprehensiveknowledgeand
languagecompetence,andalsoservesasanindicatoroftheteachingqualityofaschool.
Thefunctionsmentionedaboveapart,testingcanalsoworkasaconsolidatinginstrument,
spurringstudentstoreviewandhencesolidifywhathasbeenlearned.Thoughpragmaticmeanssuch
aslistening,speakingorwritingareeffectiveforconsolidation,whatcan’tbeignoredisthe
2
motivationtestingtriggers,foranycomingtestorexaminationismostlikelytodrivestudentsto
regularrevision,whichprovesanessentiallinkforknowledgetosinkin.Fromthisstandpoint,wecan
perceiveexplicitlytherelationshipbetweenknowledge-learning,revisionandtestingasthatbetween
thepurpose,themeanstointernalizeknowledgeandthedriveforrevision.
2.ThedifferencesandsimilaritiesofNMETandCET-4/CET-6
Testing,accordingtoitsvariedpurposes,canbecategorizedintotheproficiencytest,the
placementtest,theachievementtest,thediagnostictest,etc.Basedontheinterpretationofthetest
results,testingcanbegroupedintocriterion-referencedtestandnorm-referencedtest(R.Glaser,
1963).Theformerisanapproachtoabsoluteassessment,intendedtotestwhetherthecandidateshave
reachedtherequiredlevel,whilethelatterisatoolforrelativeevaluation,appliedtostreamingthe
candidates,andhence,aselectivetest.Apparently,NMETandCET-4/CET-6sharesimilarities
mainlyinthattheyareallproficiencytestsbutbearstrikingdifferences,forNMET,withthemission
ofstreamingcandidatesintohigher-learninginstitutionsofdifferentkinds,isofaplacementtestand
belongstothenorm-referencedcategory.Asanimportanttest,NMETplaysasignificantrolein
guidingandbackwashingmiddleschoolELT.Ontheotherhand,CET-4andCET-6,withthepurpose
tocheckwhethercollegestudentshavemettherequirementssetbythesyllabus,belongtothe
criterion-referencedcategory.GiventhatpassingCET-4/CET-6hasbeensetbymanyapersonnel
departmentasoneofthebasicrequirementsofselectingcandidates(Yanghui-zhong,2003),they
haveinfluencedtheemploymentofcollegegraduates,andthusnaturallybecometheirconcerns.As
influentialtestsandameansofassessingteaching,theyworkasaguidanceofandyieldwashback
effectsoncollegeELT.
Table1makesacomparisonbetweenNMETandCET-4/CET-6toillustratethedifferencesand
similaritiesinthetestingnature,purpose,contents,theproportionofobjectiveandsubjectiveitems,
grading,andaboveall,thewayofprovidingfeedbackinformation.
Table1:
testNMETCET-4CET-6
1.natureNationalproficiencytest;
norm-referencedcategory
Nationalproficiencytest;
criterion-referenced
category
ThesameasCET-4
2.purposeFormatriculatingstudents
andguidingand
backwashingmiddle
schoolELT
Forcheckingwhetherthe
candidateshavemetthe
basicrequirementsofthe
syllabus;
guidingand
backwashing
collegeELT
Forcheckingwhether
thecandidateshave
mettheadvanced
requirementsofthe
backwashingcollege
ELT
3.Testing
items
LC,VS,RC,CW.cloze
anderror-correcting
LC,VS,RCCW.apart,
there’realternativelySA,
Tr,CD,cloze,withoral
Englishtestfor80-plus
scorers.
ThesameasCET-4in
additionto
error-correcting,
withspokenEnglishtest
for75-plusscorers.
4.
subjective
Withregularitemssuchas
error-correctingina
passageand
CW,accountingfor23%
WiththeregularitemCW.
andalternativeonessuch
asSA,CD,etc.,
accountingfor25%
besides
error-correcting,
accountingfor25%.
5.
Objectiv
eitems
Withmultiplechoiceitems
inLC,VS,RC,andcloze,
accountingfor77%
accountingfor75%
3
6.ScoringFullmarks:
150,butthe
significanceofthemarks
fluctuateswiththe
difficultycoefficientofthe
test,theadministrative
area,thenumberof
enrollment,etc.
Fullmarks:
100,with60as
theminimumofsignificant
marks,thenfurther
gradedasfollows
60-64.5→3;
65-74.5→4
75-84.5→5;
85-94.5→
6
95-100→7
Thesameasthatof
CET4
7.
Feedback
meansand
the
influence
Timelyfeedback.Mediaof
allsortsprovidethetest
paperandanswersoon
aftertheexams,bywhich
studentscanself-assess
theirownperformanceand
teacherscanreflecton
theirteachingandreadjust
theirapproachestofuture
work.
Delayedfeedback.neither
studentsnorteacherscan
getdetailedinformation
aboutthestudents’
performance.Theglobal
scoreannouncedmonths
latercanaidlittlein
teachers’reflectionor
students’self-assessment.
(Note:
LC-Listeningcomprehension;
RC-readingcomprehension;
SA-shortanswerquestions;
VS-vocabulary&
structure;
CW-compositionwriting;
Tr.-translation;
CD-compounddictation)
Thedifferencesstandoutnotonlyinthepurpose,nature,grading,butinotherrespectsaswell.
Forexample,tomatriculatecandidates,thesignificanceofmarksforNMETvariesannuallywiththe
difficultycoefficient,thescaleofenrollment,geographicaldistricts,etc.,whileCET-4/CET-6have
fixed60astheminimumofsignificantpoints.Toavoidtest-orientedteaching,theyadoptbothregular
andalternativetestingitemssuchasSA(shortanswerquestions),CD(compounddictation),
Tr.(translation),clozeworketc.,andtheproportionofsubjectiveitemskeepsgrowing.Whatdeserves
mentioningisthesignificant-point–gradingsystembyCET-4/CET-6,whichisintendedtoadvocate
collegestobringstudentsuptoahigherlevelofperformanceratherthansettleforraisingthepassing
rate,andalsomeanttogiveguidancetodifferentcollegesaccordingly.Butwhatcatchesourattention
istheconspicuousdifferencesinfeedbackmeans.
3.DiscussiononFeedbackmeansandtheinfluence
Bailey(1996)stressesfourpointsincreatingthepositivewashbackoftesting,i.e.,thepurpose
oflanguage-learning,authenticityofthetesting,students’autonomyandself-assessmentandthe
feedbackoftestresults.Healsoputsforward8criteriaofjudgingwhetheratestcanyieldanypositive
washback:
①Dothetestparticipantsknowthepurposeofthetest?
②Isthefeedbackclear,detailed
andtimely?
③Dothetest-takersbelieveinthevalidityandcredibility?
④Doesthetestcomplywith
theprinciplesofsoundcurriculumdesign?
⑤Isthetestbasedonanydefiniteaimandgoal?
⑥Does
thetestfollowanytheoreticalprinciples?
⑦Doesthetesteveremployanyauthentictestingtasks?
⑧
Dothetest-takerseverengagethemselvesinself-assessment?
Sinceitems④to⑦)concernthe
test-composer,thisdiscussiondealswiththeotherfouritems.
InterviewswithhundredsofNMETandCET-4/CET-6candidatesfoundthattheformer’s
understandingofitem①waslimitedtotheNMET’spurposeofmatriculatingstudentswhilethelatter
claimedthattheirs
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