Abstract:
The objective of this study was to investigate evidence of effect of tests on students in English classroom. Specifically, it examined the washback effect of tests. The study was conducted at Sheno Secondary School Grade 12 students. Descriptive survey research design was employed using quantitative and qualitative methods. Probability sampling specifically, simple random technique was employed to administer the students’ questionnaire. Generally, participants of the study were 10 English Language teachers and 67 students randomly taken from 201 total student populations. Different data collection instruments were used to gather the required information from the sample respondents These were students and teachers’ questionnaire, students and teachers interview and document analysis. The data were collected, analyzed quantitatively and qualitatively. Findings of the study disclosed that English tests emphasized the teaching grammar and reading comprehension skills. On other hand, grade 12 English Entrance Examination had positive effect on teaching communicative activities and grammar respectively as compared to the English syllabus period allotment. As opposed to this, both class room tests and English Entrance exam had negative influences on the practical aspects of listening, speaking and writing skills. Furthermore, the finding indicated that they had a tendency of producing negative washback. Consequently, grade 12 English language teachers are influenced by external influences like students’ intention of focusing on the language areas which can help them score better in the National exam. This implies that the students are developing the test taking skills rather than the expected English language skills. These circumstances exposed the students to yield negative washback effect. Based on the conclusion made, the teachers are expected to balance both the internal and external influences and focus on the teaching of all the language skills proportionally as indicated in the syllabus.
