This essay was written as part of the seminar “Fostering formative assessment in the EFL classroom” held by Dr. Loumbourdi, summer semester 2013.
In modern society tests have been implemented at almost every social level. This essay covers three topics. First a discussion about washback (2.1) and its classification is conducted (2.2). Followed by a reflection of the presentation held on 2nd July 2013 that focuses on the preparation of the topic (3.1), the actual presentation (3.2) and a reflection on the presentation (3.3). The last sequence focuses on a critique of a testing ideology that can be seen as washback in regard to attitude and perception of tests and testing (4). In this part, it is shown how the individual perceives a test as a tool in a competitive society in order to be compared with other individuals. This leads to an economical attitude towards knowledge; namely that knowledge is only of value in as much it gives the individual an advantage in competing for higher education and in the job market.
Table of Contents
1. Introduction
2. Washback Theory
2.1 Definition
2.2 Classification of the washback effect
3. Reflection of our presentation
3.1 Preparation
3.2 Presentation
3.3 Reflection
4. Washb1ack & Assessment: a critique on the psychology of the bourgeois individual
Objectives and Topics
This essay explores the concept of "washback"—the influence of testing on teaching and learning—and examines the socio-political implications of testing ideologies within the modern educational framework. By reflecting on a practical classroom presentation, the author critiques how standardized assessment creates a competitive, economically driven attitude toward knowledge that often undermines true pedagogical values.
- Theoretical foundations and definitions of the washback effect.
- Classification of washback in terms of quality and quantity.
- Practical reflection on team-teaching and student engagement strategies.
- Critical analysis of the "testing society" and its impact on individual development.
- The tension between institutional assessment and student-centered pedagogy.
Excerpt from the Book
Washb1ack & Assessment: a critique on the psychology of the bourgeois individual
“Dieses Wissen kann nicht mehr unmittelbar, durch Tradierungsvorgänge angeeignet werden. Ein früher und für alle zukünftige Entwicklung entscheidender Ansatz wird erkennbar: Die Gesellschaft sucht den Menschen für bestimmte, klar definierbare Zwecke zu begaben, die sich aus ihrem Interesse, einer gegebenen Machtlage, dem Entwicklungsstand ihrer Produktivkräfte ergeben. Sie begabt ihn nicht als Menschen, sondern immer nur partiell, sie bedarf seiner als Bruchstück. Der Rest mag im Dunkeln bleiben oder von alten Göttern gefressen werden. Die Begabung von gestern ist daher heute schon untergegangen, der ästhetische Zauber, den eine vergangene Welt erschuf, für immer erloschen.“ (Heydorn; 1970/2004:11).
This rather long quotation by Heydorn shows the connection of education and power. All educational curricular are driven by those in power, thus all political interest in education always serves a political function. Heydorn clearly seed that this political interest in the end shapes the individual in order to fit into the existing political and economical framework. Shohamy mentions that aspect in regard to testing when she says:
“Further, there is evidence that tests are often introduced by those in authority as disciplinary tools, often in covert ways for the purpose of manipulating educational systems and for imposing the agendas for those in authority.” (Shohamy ; 2001:373)
Summary of Chapters
1. Introduction: This chapter introduces the seminar context and outlines the essay's structure, which covers washback theory, a reflection on a team-teaching presentation, and a critique of current testing ideologies.
2. Washback Theory: This section defines washback as the influence of tests on teaching and learning, exploring various academic definitions and classifying the effect based on quality, quantity, and its impact on micro and macro levels.
3. Reflection of our presentation: The author evaluates the preparation, execution, and student feedback of a presentation on washback, highlighting the effectiveness of team-teaching and the use of interactive tasks to demonstrate test-induced pressure.
4. Washb1ack & Assessment: a critique on the psychology of the bourgeois individual: This chapter provides a critical examination of how institutional testing acts as a tool of authority, shaping students' attitudes toward knowledge in an increasingly competitive and commodified educational system.
Keywords
Washback, Educational Research, Testing Ideology, Formative Assessment, Teaching Methodology, Student Attitude, Competitive Society, Standardized Testing, Pedagogical Values, Classroom Dynamics, Institutional Assessment, Micro-level, Macro-level, Educational Policy, Learning Motivation
Frequently Asked Questions
What is the core focus of this essay?
The essay explores the phenomenon of "washback"—the impact of tests on teaching and learning—and critically analyzes how standardized testing influences students' perceptions and behaviors in a modern, competitive educational system.
What are the primary themes discussed?
Central themes include the theoretical definition of washback, the pedagogical challenges of grading and testing, the socio-political power structures in education, and the reflection on practical teaching methodologies.
What is the main objective of the author?
The objective is to synthesize academic theories on washback with a critical pedagogical view, highlighting how the "dogma of testing" often turns knowledge into a commodity rather than a means for personal development.
Which methodology does the author apply?
The author combines a literature review of key washback researchers (such as Alderson, Wall, and Messick) with a personal reflection on a team-teaching session conducted during a university seminar.
What does the main body of the text address?
The main body examines the definitions and classifications of washback, reports on a practical classroom experiment involving time-pressured tasks, and provides a philosophical critique of testing as a disciplinary tool.
Which keywords best characterize this work?
The work is best characterized by terms such as washback, assessment, testing ideology, pedagogical values, and the impact of evaluation on student motivation.
How does the author demonstrate the "washback effect" in a practical setting?
The author and his team conducted a fill-in-the-gaps test under time pressure, which successfully demonstrated to the plenum how competitive environments and tests can cause students to experience anxiety and lose focus on the content's deeper meaning.
What is the "double agenda" of the teacher mentioned in the text?
The teacher faces a conflict between the genuine educational aim of developing the student and the systemic requirement to classify and grade students for societal and economic sorting purposes.
- Citar trabajo
- Malte Gerhardt (Autor), 2013, An Essay on Washback, Múnich, GRIN Verlag, https://www.grin.com/document/268142
