Washback Effect of Examination papers of Elt Theories and Methods of B.Ed. Second Year

Abstract

Washback effect is one of the qualities of good tests. The effect ofexaminations on teaching and learning is called washback effect and the veryeffect may be beneficial or harmful. The negative or positive effect of theexamination depends upon how well the exam is constructed and administered inthe classroom or other test taking places. This study has been carried out to find out the washback effect of theexaminations on teaching and learning of ELT Theories and Methods which istaught in B.Ed. second year as a specialization course in English education sincethe introduction of new curriculum. The washback effect of the examinations hasbeen examined in terms of teaching learning process and the extent whether theexamination questions asked in the previous examinations are according to courseobjectives or not. The questions asked in the previous examinations (from 2059 to 2062) werecollected and analyzed in relation to the course objectives of ELT Theories andMethods. Two sets of questionnaires were also prepared for data collection.Population of the study for questionnaires administration consisted of 40 studentsof B.Ed. second year and five subject teachers teaching the course ELT Theoriesand methods at different campuses of the valley. Besides, 12 classes of ELTtheories and methods were also observed to collect data from field study. Theresearcher visited the campuses and teacher sand collected the data accordingly.The entire study is divided into four different chapters: The first chapter consists of the background of the study, review of therelated literature, objectives and significance of the study and definitions of thespecific terms. vi The second chapter consists of sources of data, sample population andsampling procedure, tools for data collection, process of data collection andlimitations of the study. The third chapter deals with the analysis and interpretation of the dataobtained. And the fourth chapter summarizes the whole study bypresenting findingsand suggesting some recommendations. The result is that the examinations of 'ELT Theories and Methods', on thewhole, have negative washback effect because examinations failed to require thestudents to develop true pedagogical skills,mostly they encourage students toguess the future questions, and teacher-centered teaching. The course objectivesteaching methodologies and examinations do not match each other in the sense thatthe teacher are using lecture method while teaching practical aspects and 75%students are not satisfied with the present system of asking questions in theexaminations because they are based on rote learning and they do not cover all theobjectives of the course.