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In the other word, Kubizyn and Borich stated in their book, that test is just as tools that can contribute importantly to the process of evaluating
pupils, the curriculum, and the teaching method.
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2. Testing and Teaching
The effect of testing on teaching learning is known as backwash, and can be harmful or beneficial. If a test is regarded as important, if the stakes are
high, preparation for it can come to dominate all teaching and learning activities. And if the test content and testing techniques are at variance with
the objective of the course, there is likely to be harmful backwash. An instance of this would be where students are following an English course that
is meant to train them in language skills including writing necessary for university study in an English speaking country, but where the language test
that they have to take in order to be admitted to a university does not test those skills directly. If the skill of the writing, for the example, is tested by
multiple choice items, then there is great pressure to practice such items rather that practice the skills of writing itself. This is clearly undesirable.
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Tom Kubiszyn and Gary Borich, Educational Testing and Measurement Singapore, John Wiley Sons, INC, 2003, Pg 1
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Arthur Hughes. Testing for Language Teachers second edition. pg 1
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3. The Effects of Testing on Teaching and Learning
Testing has assumed a prominent role in recent efforts to improve the quality of education. Viewing standardized tests as a significant, positive and
cost-effective reform tool, educational policymaker has been using them at an increasing rate. The testing process now costs hundreds of millions of dollars
and thousands of hours of administrative, teacher and student time. The reasons for the increased use of testing are many. Following
advice from testing advocates, policymakers believe that testing sets meaningful standards to which school systems, schools, teachers, and students
can aspire; that test data can help shape instruction; that is serves important accountability purposes; and that coupled with effective incentives or
sanctions, testing is powerful engine of change. As an evidence of the matter, proponents point with pride to rising test scores.
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4. Focus on assessment, not on tests
But deciding which of these test types is better or more appropriate is not easy. Knowing that each uses a unique format to provide different kinds of
information does not bring us much closer to selecting one or the other alter- native. Indeed, attempting to select the most appropriate among available
testing alternatives on the basis of their characteristics alone would be like
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Joan Herman, Jean Dreyfus and Sharin Golan, The Effect of Testing on Teaching Learning, Pg 1-2
