Proposed Model for Washback Effect of High-stakes Test in Ghanaian Senior High Schools
Francis Arthur
*
Department of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, College of Education Studies, University of Cape Coast, Cape Coast, Ghana.
Peter Anti Partey
Department of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, College of Education Studies, University of Cape Coast, Cape Coast, Ghana.
*Author to whom correspondence should be addressed.
Abstract
This study proposed a model for the washback effect of a high-stakes test in Ghanaian Senior High Schools. The proposed model focused on the micro washback effect of a high-stakes test, as the washback effect is multidimensional. The study reviewed Hughes', Bailey's, and Nguyen's washback effect models of a high-stakes test. The assumption that underpinned the proposed model was that the washback effect of a high-stakes test is inevitable, and it will affect teachers’ classroom instructional practices, implementation of the syllabus, and students’ learning practices. It was concluded that in the classroom context, a high-stakes test could have either a positive or negative effect on classroom instructional practices, implementation of the syllabus, and students’ learning practices.
Keywords: High-stakes test, instructional practices, syllabus, Washback effect model