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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter consists of two subchapters, namely the theoretical description and theoretical framework. Theoretical description presents the theories related to
this study matter. Theoretical framework discusses all the major relevant theories to assist the researcher in answering the research problems.
A. Theoretical Description
Theoretical description gives a clear description of the theoretical underpinnings that shape and guide this study. It consists of three parts. The first
part is exploring the concept of washback. The second part is exploring the research phenomenon. The third part is exploring the washback within vocational high
school context.
1. Exploring the Concept of Washback
This part consists of three sections: the origin of washback, the definition and scope of washback, the washback defined in this study, and the function of
washback.
a. The Origin of Washback
Experts have their various different terms to mention the influence of testing on teaching and learning. Washback Alderson Wall, 1993, and together with
other similar related terms such as backwash Biggs, 1996, test impact Bachman Palmer, 1996; Baker, 1991, systemic validity Fredericksen Collins, 1989,
11 consequential validity
Messick, 1996, measurement-driven instruction Popham, 1983, curriculum alignment Shepard, 1990, 1991, and possibly other terms, all
refer to different aspects of the same phenomenon –the influence of testing on
teaching and learning Cheng, 2005. The researcher has chosen the term washback as the most commonly used in applied linguistics and references.
Alderson 1986 notices an additional area to which language testing research needed to turn its attention in years to come called the washback effect. He
discusses the potentially powerful influence offsets. Washback is commonly introduced in testing for teachers as a powerful concept of which most classroom
teachers are all too aware. Morrow 1986 uses the term washback validity for describing the quality of the relationship between testing and teaching and learning.
He continues saying that conducting a study in washback validity of an examination is interesting for researchers.
Messick 1996 has put the washback effect within a broader concept, namely construct validity consequential validity. He claims that construct validity
covers facets of test use, the impact of tests on test takers and teachers, the interpretation of scores by decision makers, and the misuses, abuses, and
unintended uses of tests. Washback is an inherent quality of any kind of assessment, especially wh
en people’s future are affected by the examination result, regardless of the quality of the examination Eckstein Noah, 1992, 1993a, 1993b. Whether
the washback effect is negative or positive can be so dependent on the examination itself. In short, washback is an educational phenomenon derived from research
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