Abstract

The impact of a test on teaching and learning is commonly referred to as the washback effect.  This study investigated the nature and scope of the washback effect from the Intermediate English examination on teachers and students of a public sector college in Pakistan.  The research relied on qualitative approach utilizing interviews to collect data from six teachers and six students.  The data was analysed using open-coding.  The results revealed that there seems to be a strong negative washback from the examinations on teaching methodology, content and learning.  The pedagogical implications of the current study in the form of recommendations related to English language assessment procedures include the employment of formative assessment, the use of authentic tasks and focus on all four language skills.

Key words: Washback effect, English language examination, language assessment.