Our experts

advise on
The Impact of Assessment
on Teaching and Learning
Creating positive washback
 What is this paper about?

Tests and other forms of assessment play a significant

role in shaping classroom practices. They influence how
teachers and students approach teaching and learning, their
engagement with the subject and materials, and their broader
perspectives on education. But how strong is the connection
between assessment and teaching? Are teachers restricted
to teaching language based on how language exams are
designed? Can policy makers improve teaching practices by
changing how languages are assessed? This paper argues that
the relationship between assessment and teaching is more
nuanced and complex than it might initially appear.

TEST

TEST

So, what should

happen next?
There are two major implications which reflect two sides of
the same coin.
• When educational leaders or policy makers aim to improve
teaching practices, they should consider more than just the
assessment aspect of a programme. There is a wide range of
factors that influence teachers’ behaviours in the classroom.
• If teachers find that the priorities of an exam do not align with
their students’ actual language learning needs, they should
not feel constrained by the design of the exam. Teachers can
find ways to prepare their students for the exam while also
addressing their broader language learning needs.

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 Key takeaways

Teachers

1
Be clear
Be clear and explicit about the specific skills
and knowledge required to pass the exam.

2
Identify language and skills
Identify language and skills that are important
for your students but not directly assessed in the
exam, and incorporate these into your lessons
and into your formative assessments.

Policymakers and
educational institutions

3
Invest in assessment literacy
Invest in assessment literacy training, so that teachers
and administrators can make informed decisions about
assessment practices and relevant teaching approaches.

4
Align with educational goals
Align school curricula, assessment formats, learning
materials, and professional development with the
educational goals of the programme.

Create effective teacher training

5
Ensure that teacher training and ongoing professional
development emphasize effective language learning principles,
helping educators focus on meaningful communication and
skill development rather than just test preparation.

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 Contents

Introduction 5

1 Washback 7

2 The nature of washback 12

3 Practical guidance for teachers 17

4 Suggestions for policymakers and

educational institutions
22

5 Washback in the digital era 27

Conclusions 33

Appendices
1 Sample checklists for test analysis 34
2 Continuous feedback best practices—quick guide for teachers 35
3 Sample self-assessment checklist—speaking task 36
4 Sample peer-assessment checklist—writing task 37
5 Balancing test preparation with broader language objectives—sample scenarios 38
6 Assessment literacy best practices—quick guide for teachers 39
7 Sample procedure for implementing an e-portfolio—example for primary EFL learners 40

Glossary 41
Further reading and resources 43
Endnotes 44
References 45
ELT Expert Panel 46
The experts consulted for this paper 47

4 / 47 © Oxford University Press 4

 Introduction
Tests and other forms of assessment play a crucial role in language learning. Not
only do they measure students’ proficiency and track progress, but they also shape
the tasks teachers choose and the pedagogical strategies they employ.
This relationship between assessment and teaching, known as washback, is more
than a simple cause-and-effect dynamic. It involves multiple factors, including the
attitudes, beliefs, motivations, and actions of key stakeholders—policymakers,
test developers, teachers, and students—as well as the broader cultural and
educational context in which learning occurs.
While washback is often viewed negatively, this paper will explore the positive
impact that assessments can have on teaching practices. It aims to provide
guidance for teachers, educational institutions, and policymakers on using
assessment effectively to support learning in the English language teaching (ELT)
classroom.

Clarification of terminology
This paper distinguishes between ‘tests’ and ‘assessment’. The term ‘tests’ refers to
formal, standardized evaluations (for example, national exams) and is synonymous with
‘testing’, ‘summative assessment’, and ‘assessment of learning’. In contrast, ‘assessment’
encompasses both formal assessments (for example, tests) and informal assessments
(for example, self- and peer assessment), with the latter often referred to as ‘formative
assessment’ or ‘assessment for learning’.

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 Sections
Washback
The first section will explore research on how testing and formative assessment
shape classroom practices. It will highlight why teachers, educational leaders, and
policymakers must consider washback to promote effective teaching and learning.

The nature of washback

The second section will examine the nature of washback, discussing conditions
that lead to both positive and negative outcomes. It will also consider other factors
that influence its impact on students, teachers, and classroom dynamics.

Practical guidance for teachers

The third section will offer practical guidance on how teachers can implement
productive assessment practices. It will emphasize the importance of assessment
literacy and constructive feedback as key strategies to keep students engaged
and motivated.

Suggestions for policymakers and educational institutions

The fourth section will provide policy recommendations to help schools and
educational leaders foster positive washback. It will explore how aligning curricula,
assessments, and professional development with broader learning goals can
support teachers and students.

Washback in the digital era

The fifth section will address the potential of emerging technologies to
promote positive washback in language learning. It will also highlight the ethical
considerations needed to ensure technology is used responsibly and effectively
by teachers and students.

Conclusions
While well-designed tests can foster positive washback, meaningful
educational reform must go beyond assessment design. The
teacher’s role is central in shaping how tests impact learning,
making it essential to provide policy support that enables effective
instructional choices. To provide students with meaningful learning
opportunities, a shift towards continuous assessment is necessary,
along with policies that account for the real needs of learners.
A deeper understanding of these factors is essential to addressing
the complex dynamics of washback in education.

Appendices, Glossary, References and Resources

Key terms in bold are explained in the Glossary, which, along with the Appendices,
Further reading, Resources and references, can be found at the end of this paper.

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The Impact of Assessment on Teaching and Learning

Washback
The idea that tests and assessments play a major role in shaping
classroom practices is not new. First discussed in the 1950s,
washback was long viewed as a negative ‘side effect’ of testing,
hindering rather than supporting students’ learning. The common
assumption—still present in some contexts today—was that
teachers would teach to the test, focusing only on what would
appear in exams and neglecting other language skills. From this
perspective, tests were viewed as tools that narrow the curriculum
and limit students’ learning experiences.1 ELT scholars began to
explore both positive and negative aspects of washback.

Definitions of washback have varied depending on how researchers

interpret its role, but all share one key assumption: when tests are part of
the teaching and learning system, both teachers and students adjust their
behaviour to meet the test’s demands.

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Impact of tests (assessment of learning) 2
Over the past 30 years, empirical research has provided key insights into 3
the relationship between testing and teaching.

First, tests and test reforms influence the content and materials used in 4
The relationship between lessons. When specific language skills, tasks, or competencies are included
teaching, learning and in the test, these elements often become central to curricula. By the same 5
assessment is complex, token, changes in tests lead to an increased demand for exam-preparation
dynamic and nuanced, materials that reflect the new format and content.2
requiring appropriate Second, while teachers may express a generally positive attitude towards
understanding on the certain tests or updates, there is insufficient evidence that this always leads
part of all stakeholders – to changes in teaching methods. Different teachers will teach the same test
policymakers, teachers, using different approaches, just as they may use similar approaches for
different tests. Therefore, methodological choices often depend more on

The Impact of Assessment on Teaching and Learning

and learners.
teachers’ beliefs, initial training, and ongoing professional development
Lynda Taylor
than on the tests themselves.3

Third, high-stakes exams tend to exert a stronger washback effect than

low-stakes assessments. In contexts where students’ future academic or
professional careers depend heavily on high-stakes exams, washback is
expected when test changes are introduced. In such contexts, exams serve
as cut-off points for university admissions or job selection, and test reform
is often seen as a tool for driving broader educational reform.4

Fourth, students respond to tests in different ways,5 influenced by factors

Tests determine what such as prior knowledge, testing experience, motivation, and emotional
I teach my students management. Some students thrive under the structure of standardized
because I want them to testing, while others feel constrained. Stress can significantly affect
pass. performance and engagement with class materials, while exam results,
whether positive or negative, can impact confidence, interest in the subject,
Amisu Olanipa,
and willingness to continue learning.6
Head of Department, Nigeria
Now that we have explored how assessment of learning may impact
classroom practices, we turn our attention to what research reveals about
assessment for learning.

Impact of assessments (assessment for learning)

The aim of formative assessment is to help teachers and students interpret
performance, identifying strengths and weaknesses in teaching and
learning processes. This allows for adjustments to instruction and learning
approaches to improve outcomes.7

Formative assessment can take many forms. For example, a secondary

school teacher starting a new B1-level course might want to find out what
his or her learners already know and can do. To do this, the teacher could
design a diagnostic test focusing on A2 level, while also including some
B1‑level language and sub-skills. Based on the results, the teacher can
create a more effective course plan.

At different points during the course—at the end of each unit or term, for
example—the teacher could assign self-assessment tasks to help students
identify the concepts, language, and sub-skills they have mastered and
highlight areas needing improvement. These might include checklists
covering content and skills from the unit or term (for example, I can talk
about what I did last weekend using the past tense) or open-ended reflection
questions (for example, Which skills do you feel most confident with? Which
would you like to improve? Why?). These activities encourage active learning
and help students take responsibility for their progress.

Similarly, after completing a productive task, the teacher could organize

a peer-assessment activity. If students have written a text, for instance,

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they could swap and evaluate each other’s work using a checklist or guiding 2
questions. The checklist could focus not only on grammar and vocabulary,
but also on the quality of information—whether ideas were supported 3
with facts or examples, whether the content was appropriate for the target
audience, and whether the text was structured logically. 4
To encourage reflection on their learning, teachers could ask students
to evaluate their own written texts, as well as their self- and peer-
5
assessments, through portfolios or learning journals. At different points
in the course, students can showcase their portfolios, compare ideas, and
receive further feedback from their peers and teacher.

In recent years, portfolios have become a widely-used tool in language

teaching for assessing and tracking students’ progress. For example,
the CEFR-based European Language Portfolio is used across Europe,

The Impact of Assessment on Teaching and Learning

while Canada employs the Portfolio-Based Language Assessment, and
LinguaFolio and the Global Language Portfolio are common in the United
States. Advocates argue that portfolio-based assessment offers a more
meaningful way to measure progress, providing a fuller picture of each
student’s development beyond simple grades.

observation

feedback

evaluation

Formative assessment, when integrated continuously, creates a feedback

loop—a virtuous cycle of observation, evaluation, feedback, and
learning—where feedback directly informs teaching practices.8 In this
sense, assessments can be viewed as tools for learning rather than simply
measuring performance or preparing students to ‘pass’ a test. By engaging
with continuous feedback, students take a more active role in their learning,
gaining increased motivation as they become more aware of their progress
and more capable of addressing future challenges.

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3

@
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The Impact of Assessment on Teaching and Learning

Why washback matters
So far, we have explored how tests and assessments directly influence
teaching and learning practices—how teachers select materials, prepare,
and teach their classes, as well as how students engage with their learning.

Recognizing the power of washback allows teachers to design more

meaningful exam-preparation lessons, helping students develop not only
test-taking strategies but also real-world language skills.

Tests and assessments also have the potential to shape teacher

I don’t think that tests development and professional autonomy. Exam preparation provides
should be the be-all and opportunities for teachers to deepen their understanding of test constructs,
end-all for students, but exercise professional judgement, and experiment with different teaching
we tend to teach as if methods to meet students’ needs. For example, teachers could use
they are. Students get task‑based learning to simulate real-world exam tasks, such as writing
reports or participating in discussions. Alternatively, they could apply
bored with this. We need
flipped classroom techniques, where students review test-related materials
something more engaging
at home and spend class time practising and applying skills.
which could better prepare
them for multiple roles in Washback also matters because it influences educational reform and
the future. decision-making. When policymakers understand the implications of
washback, they are more likely to design test reforms that lead to positive
Virginia Espino, educational outcomes. For this reason, the next sections will provide
English practitioner, Spain suggestions for policymakers on how to support schools and teachers in
promoting positive washback.

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2
What do I need to know? 3
4
5
In this section, we explored the evolution of washback—
from its early perception as a negative side effect of testing
to a more nuanced understanding that acknowledges
its potential benefits. While tests undeniably influence
educational practices, their ultimate impact­—positive or

The Impact of Assessment on Teaching and Learning

negative—cannot always be predicted with certainty. We
also highlighted the importance of formative assessment
as an ongoing tool for skill development and a valuable
resource for teachers to refine their instructional practices.
Lastly, we explored why washback matters, laying the
groundwork for the next sections of this paper.

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The Impact of Assessment on Teaching and Learning

The nature of washback
In an ideal educational setting, tests and assessments align with
broader educational goals. In the case of ELT, this means fostering
communicative competence. When this alignment occurs, it can
lead to more effective teaching practices, improving students’
overall language proficiency beyond just test performance.9
A study by Green (2007) on the IELTS exam highlights this effect.
When teachers used the test as a benchmark for language learning,
they included more writing and speaking exercises that aligned
with the exam’s emphasis on communicative competence.10
This approach resulted in a broader, more well-rounded method,
positively impacting classroom instruction. Let us now explore
further examples of how tests can foster positive change.

Positive washback
As discussed in section 1, tests shape the teaching content and materials,
Tests change my influencing both lesson planning and curriculum development. When
students’ goals­—they assessments prioritize real-world language use or integrated skills, they
feel more involved and can generate positive washback. Such outcomes may create a ‘makeshift
motivated and I find that framework’ that supports targeted language development, helps teachers
their skills, knowledge maintain a clear instructional focus, and ensures that lessons align with
both curriculum objectives and broader learning goals.
and confidence increase
significantly. While assessments may not immediately transform teaching methods, the
need to cover a range of skills and tasks in the test can motivate teachers
Paola Carrozzo,
to explore diverse strategies. For example, if an exam includes a role play
EFL teacher, Italy
in the speaking section, teachers are more likely to include more role-play
scenarios in their lessons—provided they feel confident or have received
relevant training.
Another positive impact of testing is its ability to boost student motivation.
Tests provide tangible goals, especially in contexts where exam success is
linked to social and professional opportunities. Anticipating an assessment
may motivate students to engage more deeply with their learning, reinforce
knowledge, and adopt a more committed approach to studying.
Certain test formats also promote the development of essential learning
strategies. Tests that require students to take notes, paraphrase, or
summarize information help build valuable skills that extend beyond the
exam, such as into higher education or the workplace.

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Negative washback 2
On the flip side, exam-focused lessons can lead to an over-emphasis on 3
specific exam skills, often at the expense of broader language learning. As
a result, teachers may teach to the test, concentrating mainly on exam 4
strategies, tasks, and language that is more likely to appear in the exam.
For instance, teachers might focus on time management, essay writing, 5
or commonly tested collocations, leaving little room for meaningful
discussions, collaborative activities, or creative language use.

Another factor contributing to negative washback is test misappropriation,

Unfortunately, students which occurs when a test is not suitable for students’ needs. For example,
focus more on the marks designing a course syllabus around a grammar-focused proficiency exam
they get than on acquiring for students entering customer service or international business may fail to
knowledge and skills for provide them with the conversational skills necessary for success in these

The Impact of Assessment on Teaching and Learning

the future. fields.

Khamis Olapade, Excessive emphasis on exam preparation can also lead to surface learning,
Teacher, Nigeria particularly when teachers are preparing students for poorly designed
tests or tests that are misaligned with broader language learning objectives.
Such tests often focus on the lower levels of Bloom’s Taxonomy—namely
‘knowledge’ and ‘comprehension’—which encourages rote memorization
rather than active learning, critical thinking, and deeper engagement with
the materials. As a result, students may forget much of what they have
learned once the test is over.

For example, teachers may focus on gap fills that target grammar and
vocabulary or highly structured speaking tasks that align with exam
criteria, instead of encouraging higher-order thinking skills like
application, analysis, evaluation, and synthesis—skills that lead to deep
learning and overall language development (see Figure 1). However, it’s
important to note that in some cases, teachers managing larger classes
might rely on rote memorization as a practical solution.

synthesis

evaluation deep
learning

analysis

application

comprehension
surface
learning
knowledge

Figure 1. Bloom’s Taxonomy

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Tests can bring about positive and negative change. However, some 2
questions still remain: is it always possible to predict the nature of
washback? In other words, does test reform always lead to either positive 3
or negative washback? And are there any other factors that influence the
quality of washback? Let us explore these questions. 4
5
Factors impacting classroom practices
While it might seem that a well-designed test automatically brings positive
changes to the classroom, and a poorly designed one causes negative
washback, research suggests this correlation is not always straightforward.
The impact of washback on teaching and learning does not solely depend
on the quality of the test. A well-designed test may result in unintended
negative washback, whereas a less effective test may unexpectedly lead to

The Impact of Assessment on Teaching and Learning

positive washback.11

For instance, a well-designed test might lead teachers to focus too much
on test-taking strategies, rather than fostering authentic communication.
Conversely, a less effective test might encourage teachers to concentrate on
foundational grammar skills, which could actually help students improve
their language accuracy, creating positive washback.

It is also important to consider what it means for a test to be ‘misaligned’.

A well-designed test can still be misused or applied inappropriately. For
example, a group of proficient upper-secondary students might be placed
in an exam preparation course despite having no intention of taking the
IELTS. While the test is well-designed, the context is not appropriate—a
general English course would better suit their needs. In such cases,
students may disengage from the material and lessons because the lessons
do not align with their goals, such as developing communication skills for
real-world situations.

Syllabus

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What else does washback depend on? 2
The quality of washback depends not only on the test itself, but also on 3
several other factors, including:

Teachers
4
Teachers play a critical role in shaping classroom practices. Their methods 5
are influenced by their experience, initial and ongoing training, personal
beliefs, and the broader cultural and social context in which they teach.
For example, a teacher who values technology may incorporate language
learning apps or online collaboration platforms, while another might prefer
more traditional approaches, focusing on textbooks and face-to-face
interactions.

Logistical factors

The Impact of Assessment on Teaching and Learning

Classroom logistics, such as class sizes, access to teaching resources, and
Tests meet students’ availability of technology, also impact teaching practices. Large classes
needs because they can make individual feedback challenging, whereas smaller classes allow
are the means to better for more personalized instruction. Availability of teaching resources, such
understanding their as textbooks, worksheets, or online platforms, can directly impact lesson
learning situation. quality. Similarly, access to technological tools, like interactive whiteboards
and student devices, may enable more innovative teaching methods, while
Lucy McAuliffe, their absence could hinder modern pedagogical approaches.
Academia Manhattan, Spain
Syllabus and pedagogical traditions
The syllabus and pedagogical traditions shape how teachers structure
their lessons. A language syllabus in one country may prioritize grammar
and reading comprehension to meet exam-oriented goals, while another
may focus more on oral communication and critical thinking for a holistic
approach. Local teaching traditions influence expectations. In teacher-
centred cultures, teachers may be expected to deliver comprehensive
lectures and offer explicit instructions, while in constructivist traditions,
teachers are expected to facilitate collaborative activities and self-directed
learning.

Students
Students’ needs, learning preferences, and proficiency levels also affect
teaching practices. For example, students who learn best through active
participation may benefit from group discussions and role-plays, while
those who prefer structured learning may do better with step-by-step
problem-solving tasks. Prior assessment experiences also play a role.
Students familiar with multiple-choice tests may excel in structured
assessments but struggle with open-ended tasks or discussions.
Additionally, societal expectations, such as the pressure to meet academic
standards, may lead teachers to focus on exam-specific content rather than
fostering creativity or critical thinking.

Cultural and social contexts

The broader cultural and social context influences students’ attitudes
to language learning and their motivations for learning a particular
language. In some countries, learning English is seen as essential for career
advancement, especially in fields like technology or business. In other
contexts, language study may be driven by its association with prestige,
cultural sophistication, or access to elite educational institutions.

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2
What do I need to know? 3
4
5
This section discussed how testing can produce both
positive and negative washback in the classroom. Ideally,
well-aligned tests encourage a wide range of teaching
practices and help foster students’ language proficiency.
Conversely, poorly designed tests can lead to negative

The Impact of Assessment on Teaching and Learning

washback, narrowing the curriculum’s focus and promoting
surface learning rather than deeper engagement. However,
even well-designed tests can result in negative washback
when used in the wrong situations. We also identified
several factors beyond the test itself that influence
classroom practices, from teachers’ beliefs and training to
logistical constraints, syllabus design, student needs, and
the broader cultural context.

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The Impact of Assessment on Teaching and Learning

Practical guidance for
teachers
Teachers play a central role in fostering positive washback in the
classroom. This can be particularly challenging when preparing
students for a test that does not fully align with their needs or
the teacher’s pedagogical beliefs. However, even when the test
appears to conflict with broader learning goals, teachers can use
strategies to ensure lessons remain meaningful and effective. Here
are some examples.

Developing assessment literacy

Teacher training and ongoing professional development are essential for
While preparing students building confidence in using tests and creating opportunities for effective
for tests is important, formative assessment.12 Teachers need a thorough understanding of the
it should not come at test’s nature and intended purpose. While this might seem obvious, many
the expense of broader teachers tend to focus too much on test content (for example, grammar
language development. and vocabulary), and overlook other important factors. These include the
micro-skills being tested (for example, reading for detail or listening for
The goal is to integrate
purpose), and the types of thinking required for success (for example, rule
test preparation with
application, text analysis, or evaluation).
meaningful, real-world
language use. The first step is to review all information from exam boards or ministries
of education, including handbooks, sample tests, and past papers. By
Riccardo Chiappini
analysing these materials, teachers can better understand the demands
of each task or section, as well as the competencies required to complete
them successfully. This analysis helps teachers grasp the test’s construct,
its strengths, and its weaknesses. Weaknesses may include flaws in poorly
designed tests or challenges posed by well-designed tests that may not
fully address students’ immediate needs. With this understanding, teachers
can adapt their instruction not only to meet test requirements, but also to
develop students’ broader language skills for real-world use.

For a sample checklist on test analysis and promoting strategies for

positive washback, see Appendix 1.

Finally, teachers should engage in peer learning and professional

development. Sharing strategies with colleagues allows teachers to expand
their repertoire of techniques, gain new insights into how to scaffold

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complex skills, and guide students through challenging exam formats. This, 2
in turn, can lead to more innovative and effective teaching outcomes.13
Standardization sessions, organized by schools, are essential for ensuring 3
consistency and fairness in assessment practices. These sessions help
teachers align their grading with established criteria, providing greater 4
reliability in evaluation.

Responsible exam boards and publishers often provide face-to-face or

5
online training sessions to help teachers make the most of their materials.
These sessions provide valuable insights into how exams are developed,
how to interpret test scores effectively, and how to integrate innovative
teaching techniques that balance test preparation with broader language
and learning objectives.

The Impact of Assessment on Teaching and Learning

Providing continuous feedback
As discussed earlier, formative assessment plays a crucial role in supporting
learning.

Practical self-assessment tools—such as self-reflection worksheets,

learning journals, and portfolios—can help students monitor their progress
and set realistic goals. For example, students might record a response to
a typical speaking question using a recording app. Instead of prompting
students to give a ‘standard’ answer, teachers could provide a checklist
to help them prepare. The checklist might encourage students to include
supporting arguments, tailor their language and tone to a specific audience,
and structure their responses clearly. After recording their answer,
students could play it back and evaluate their performance using the
checklist, considering factors such as clarity, coherence, and relevance.

Peer-assessment activities are also very valuable. These allow students

to exchange feedback, helping them identify strengths and weaknesses in
their peers’ work while applying these insights to their own language use.
For instance, students could exchange recordings and use a checklist to
give feedback.

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Aligning language education with formative assessment fosters a 2
learner‑centred environment that benefits both teachers and students.14

For a quick reference on best practices for continuous feedback, see

3
Appendix 2. Sample self-assessment and peer-assessment checklists are
provided in Appendices 3 and 4.
4
5

The Impact of Assessment on Teaching and Learning

Balancing test preparation with broader language
objectives
Poorly designed tests tend to promote surface learning, rarely requiring
students to apply knowledge to real-world situations. However, this does
not mean that exam-preparation classes cannot foster deeper learning.

Instead of focusing solely on tasks designed to elicit correct answers,

teachers can incorporate activities that promote reasoning and problem-
solving. For example, students might analyse the tone in recorded or
written texts, create social media posts to promote a local landmark, or
develop multimodal tasks such as storyboarding a short film exploring
social issues.

Even when working with tests that rely on multiple-choice questions and
gap fills, there are still opportunities for deeper learning. After completing
a task, teachers could focus students’ attention on the grammatical
structures or vocabulary in the questions, highlighting how these may
apply to real-life communication. Or, students could use the test’s topic
as a springboard for further research, offering opportunities for extensive
reading, active listening, and greater language exposure.

Teachers can also promote critical thinking by having students explain why
certain options are correct or incorrect, turn the wrong options into correct
ones, or create their own questions based on the test material.

When practising writing, teachers could prompt students to reflect on other

elements such as layout and formality, considering if they are suitable
for the communicative situation. This can be done through genre analysis
(where students analyse a model text then write another in the same genre
(pre-writing), process writing (where they discover the genre as they write

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(while drafting), or self- and peer-assessment (where they write a text first 2
and then compare it with the model text (post-writing).

For examples of scenarios in which teachers can balance test preparation

3
with broader skills, see Appendix 5.
4
Making the most of test-taking skills 5
In exam preparation courses, students need to learn test-taking
strategies such as managing time effectively, approaching different types
of questions, and making educated guesses. Strategies like these are
important for passing a test, but teachers should be careful not to let them
overshadow broader learning.

Many test-taking strategies promote transferable skills with real-world

The Impact of Assessment on Teaching and Learning

The tests I use help applications. For example:
students by assessing • skimming and scanning—quickly navigating emails, instructions or
their language skills, any other documents.
guiding instruction and • paraphrasing and summarizing—communicating ideas effectively in
building test-taking academic and professional settings.
strategies. Overall, these • predicting and inferencing—filling gaps in conversations, or
tests support both interpreting incomplete or indirect information.
classroom learning and • eliminating incorrect options—evaluating choices and making
future success. informed decisions.
• study habits—learning from mistakes and setting realistic goals.
Marija, Professor, Poland
• time management—meeting deadlines and prioritizing tasks.
• self-monitoring—reflecting on performance and making
improvements.

Teaching these strategies will not only help students prepare for exams but
will also equip them with skills for lifelong learning and communication.

See Appendix 6 for a succinct guide on assessment literacy development.

predicting
problem-solving

inferring critical thinking

transferable skills

creativity study habits

self-monitoring
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What do I need to know? 3
4
5
In this section, we have seen how assessment literacy
helps teachers understand test demands and incorporate
formative assessment effectively into their lessons. By
studying the test construct, teachers can tailor instruction
to address both test requirements and broader language

The Impact of Assessment on Teaching and Learning

skills, preparing students for real-world language use.
Ongoing constructive feedback, reasoning, and problem-
solving activities boost students’ motivation and autonomy,
even in less-than-ideal testing contexts. Ultimately, by
making the most of test materials, teachers can support
students by developing both test readiness and lifelong
language skills, encouraging a more positive perception of
exams in their overall learning journey.

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The Impact of Assessment on Teaching and Learning

Suggestions for
policymakers and
educational institutions
Creating and selecting tests that positively impact teaching
requires careful observation, planning, collaboration, and a broad
understanding of the educational system where assessments
take place. This section offers suggestions for how policymakers
and educational institutions can support schools and teachers in
fostering positive washback.

Aligning the school curriculum with broader

educational goals
Given the demands of the modern workforce, educational institutions
must adopt a more holistic approach to learning. Employers today look for
candidates with strong communication skills, critical thinking, teamwork,
creativity, and the ability to learn autonomously. There is growing
recognition of the importance of these global skills. While progress is
being made in many schools, they are still insufficiently emphasized in
curricula. To bridge this gap, school curricula should focus more on social,
cognitive, and practical skills, ensuring better alignment with real-world
requirements. This can include promoting creativity through activities like
art, design, and coding projects, where students create original content
or solve unique problems. By doing so, policymakers and educational
leaders can support teaching practices that go beyond rote learning, in
environments where class sizes are manageable, and prepare students for
life beyond the classroom.

Aligning the school curriculum with international

standards
School curricula should provide clear, measurable objectives to guide
classroom practices. These objectives could align with international
standards that set clear benchmarks for different levels of language
proficiency, such as the CEFR15 (see the Further reading and resources

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section) or the Canadian Language Benchmarks. By establishing clear 2
targets, policymakers can help teachers understand what they should aim
for in their lessons, making it easier for them to select or even design tests 3
and assessments that support both test preparation and broader language
development. 4
5
Aligning assessment with broader educational goals
While teachers play a central role in student learning, aligning tests with
For a complete reform broader educational goals can make a significant difference. In recent
in assessment practices, years, there has been a shift from testing isolated skills to using tasks
all stakeholders need that combine multiple skills. For example, a reading passage might
to be on board. A more serve as the basis for a related writing task. These performance-based
competency-based tests focus on practical skills in real-life contexts. They assess the

The Impact of Assessment on Teaching and Learning

ability of candidates to complete tasks often associated with academic or
assessment system
professional requirements.16 For example, an English proficiency test for
can be created as long
university applicants may require an academic essay, while one for medical
as students, parents, practitioners seeking employment in an English-speaking country might
teachers, institutional include role-playing a doctor and patient.
leaders, and creators of
Performance-based assessments are valuable in educational programmes
national curricula and
because they closely mirror real-life situations17 and directly connect to
exams agree on the main
teaching goals. Aligning the curriculum with performance-based tests
goal of education. could therefore be a way to integrate these real-world competencies into
Jo Szoke the educational process. When curricula are designed to develop the skills
in performance-based assessments, students benefit from a more cohesive
learning experience where classroom activities and assessments reinforce
one another.

However, integrated tasks make the assessment process more complex, as

real-world skills remain difficult to assess accurately. Language testing
also presents an inherent conflict: balancing task authenticity with test
reliability. Increasing authenticity makes exam tasks more reflective of
real-life use but may reduce reliability due to variability in performance
and scoring. On the other hand, focusing on reliability by standardizing
tasks and scoring may limit task authenticity. Test developers must
carefully manage this tension to achieve a balance.18

That said, these issues are often beyond the control of policymakers. Often,
school-leaving assessments have fixed task formats, leaving teachers with
little choice but to work within the existing test structures and task types
available.

Investing in continuing professional development

(CPD)
For assessments to have a positive impact on classroom practices, teachers
must develop strong assessment literacy—an area of professional
competence that is crucial for effective teaching. Workshops, seminars, and
online training sessions can help teachers stay informed about the latest
assessment strategies and best practices.

Policymakers and school leaders should invest in CPD programmes that

help teachers integrate assessment into their everyday teaching. These
programmes could take different forms, including financial support for
training, subsidies for conference attendance, and incentives for active
participation. Additionally, providing dedicated time for CPD activities
within school schedules or incorporating CPD into teachers’ contracts can
further facilitate their professional growth.

To ensure that CPD programmes are effective, feedback should be collected

from participants to evaluate their relevance and impact. Additionally,

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monitoring changes in classroom practices and students’ progress can 2
help assess their long-term benefits. Expanding support for CPD enables
policymakers and educational administrators to help teachers develop their 3
assessment literacy and foster a culture of continuous improvement.
4
Encouraging the use of continuous assessment 5
A key strategy for promoting positive washback is encouraging the use
I use alternative of continuous assessment. Rather than relying solely on one high-stakes
assessments like exam at the end of a course, policymakers should foster a culture where
observations, peer/self- ongoing assessment is seen as an integral part of the learning process—not
assessments, projects and just a tool for measuring progress.
games. These methods Educational leaders can create a collaborative environment where teachers
reduce test anxiety, boost share strategies and resources for continuous assessment through regular

The Impact of Assessment on Teaching and Learning

engagement and build meetings, peer observations, or team teaching. To support this, school
confidence for students policies should integrate continuous assessment into curricula, ensuring
while giving me real-time that assessment strategies align with both learning objectives and teaching
insights to tailor lessons practices.
effectively. They make
learning more dynamic Towards a more complete view of educational
and meaningful.
change
Seyedrouzbeh Banihashemi,
English teacher, Thailand Promoting positive washback requires an integrated approach that brings
together different elements of the educational system, from test design and
policy-making to teaching practices and societal needs.

The role of test design

Responsible exam boards play a significant role in promoting positive
washback through careful test design. One effective strategy is
localization—adapting test content to align with the cultural backgrounds
and real-life experiences of candidates. For example, a test for lower-
secondary students might include a reading text about local festivals or
travel destinations, followed by a writing task where students recommend
a place to visit.

Localization also ensures that assessed language skills meet regional

needs. In some regions, tests may focus on English for professional settings
(for example, business English), while in others, the emphasis may be on
academic English. By aligning test content with students’ environments
and needs, assessments become more relevant, engaging, and motivating.

Educational policies
Educational policies—whether at the national or local level—establish
the framework for assessments and curricula. Policies that prioritize
professional development and align curricula with assessments and
broader educational goals can have a lasting impact on individuals’
learning experiences. By supporting initiatives that encourage positive
washback, policymakers can help ensure that education systems equip
students with the skills they need for both academic and professional
success.

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The Impact of Assessment on Teaching and Learning

The role of teachers
Teachers are central to the success of any reform. However, policymakers
I use formative and educational leaders need to consider how familiar teachers are with
assessment which focuses new curricula or assessment formats. If teachers do not fully understand
on improvement and the reforms, they may struggle to implement them effectively or resist
learning, rather than solely change. Therefore, it is essential to involve teachers in the reform process.
on grades. This promotes When teachers understand the rationale behind changes and feel included
in decision-making, they are more likely to embrace new policies and
a growth mindset, helping
implement them successfully.
students understand that
their abilities can improve
with effort and practice. A more balanced approach
Maria Linares, Traditionally, summative assessments (which measure final outcomes)
Head of English, Peru and formative assessments (which track progress throughout learning)
have been viewed as separate. However, a more balanced approach—
where informal classroom assessments and formal large-scale tests work
together—can provide a fuller picture of students’ learning and better
support their ongoing learning journey.

Moreover, the concept of ‘test consequences’, both intended and

unintended, is an important consideration in validity theory for any
assessment policy and practice.19 By focusing on positive washback and
minimizing negative effects, policymakers and educational institutions can
ensure that assessments support not only academic achievement but also
broader learning goals. Systems should be in place to track how tests affect
different stakeholders, especially teachers, to ensure that assessments are
contributing positively to the educational experience.

Promoting positive washback requires careful attention to test design,

policies that align assessments with broader educational goals, and
empowering teachers with the resources and support they need. By
fostering collaboration among policymakers, educational institutions,
teachers, and test developers, it is possible to create an educational system
where assessments genuinely support students’ learning and development.
When these elements work together, they create an effective teaching and
learning environment—one that prepares students for success in both
academic and real-world contexts.

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2
What do I need to know? 3
4
5
This section has outlined that promoting positive
washback requires a holistic and comprehensive approach.
Policymakers and educational leaders must work together
to align assessments with educational goals, support
teaching practices, and foster continuous learning. By

The Impact of Assessment on Teaching and Learning

providing professional development opportunities,
involving teachers in the reform process, and ensuring that
assessments reflect real-world skills, policymakers can
create an environment where assessments have a positive
impact on both teaching and learning. Collaboration among
all stakeholders is essential for ensuring that educational
reforms are practical, relevant, and widely supported.

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The Impact of Assessment on Teaching and Learning

Washback in the
digital era
Technological advancements are reshaping the way educational
institutions approach testing and assessment. Traditional
paper-based tests are increasingly being replaced by innovative
digital tools, creating new opportunities for positive washback
on teaching and learning . However, these changes also present
challenges that may hinder this process. The way teachers and
students respond to these advancements will profoundly influence
both classroom dynamics and learning outcomes.

The positive impact of technology on testing and

assessment
One major benefit of technology in testing is the increased availability of
online practice tests and resources, which are becoming more interactive
and multimodal.

To offer flexible options for validating proficiency for academic or

professional purposes, some language learning apps are expanding into
testing, such as the Duolingo English Test. This test is fully automated,
both machine-delivered and machine-scored. It gained widespread
adoption during the COVID-19 pandemic, when social restrictions limited
access to face-to-face exams, and remains a popular option for college
admissions alongside more established English proficiency tests. Another
language learning platform bridging the gap between language learning
and testing is Babbel, which launched the Babbel English Test for work and
self-assessment.

Another important development is adaptive testing. An adaptive test

adjusts its questions in real time based on the candidate’s level of
proficiency, meaning that each candidate answers a unique set of questions.
These tests positively impact assessment by saving time—candidates
taking a multi-level exam only answer questions that match their level,
while still providing a reliable assessment. However, the development
of adaptive tests can be costly, as they require a large set of questions to
ensure accuracy and reliability.

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The role of automated scoring systems 2
Automated scoring systems also contribute to positive washback by
providing immediate or near-real-time feedback on student performance. 3
This feedback not only helps students understand what they got wrong but
also why and how to improve. For teachers, automated scoring reduces 4
the burden of marking, allowing more time for other activities. However,
these systems must be able to recognize various correct answers, including 5
regional spelling and pronunciation variations, to avoid penalizing
students for differences that do not affect their understanding.

In formative assessment, e-portfolios are another valuable tool.

E-portfolios are digital collections of student work, such as written texts,
presentations, and videos, which students produce or upload to digital
platforms.

The Impact of Assessment on Teaching and Learning

For a recommended procedure for setting up an e-portfolio, see Appendix 7.

The value of e-portfolios in assessment

E-portfolios are widely used to track student progress, but they can also
support teacher training. New teachers, for example, benefit from:

• personal support (mentors offering guidance).

• professional support (courses and training programmes).
• social support (peer learning and collaboration).

The expanding role of technology in assessment

Another key area where technology positively influences washback is
language analytics, a rapidly expanding field in AI. Language analytics
focuses on interpreting and extracting meaningful information from text
data. When students use AI-powered assessments, they produce text data
that can provide teachers with detailed insights into student performance
over time. These insights help track progress, identify patterns of errors,
and ultimately allow teachers to tailor their teaching to meet student needs.

Technology is also making assessments more inclusive. Accommodated

tests, for example, enable students with specific cognitive or physical
needs to fully participate in assessments, promoting more fairness and
equality in education. Students with visual impairments can use screen
readers to complete online exams, while students with dyslexia can take
tests that adjust the font size and colour or provide additional time, and so
on.

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Remote proctoring and increased accessibility 2
Remote proctoring, another technological development, allows exams
to be supervised online, enabling students to complete assessments from 3
any location under controlled conditions. Using specialized software to
monitor candidate activity (often including webcam surveillance), remote 4
proctoring ensures compliance with exam rules. This technology improves
accessibility for students who cannot physically sit for exams, and provides 5
a cost-effective solution for institutions that would otherwise require
physical test centres. However, concerns about the potential for cheating
with remote proctoring still remain.

Identity verification

The Impact of Assessment on Teaching and Learning

1. Sit directly in front of
your webcam.
2. Ensure your face is
clearly visible.
3. Stay directly in front of
your webcam when you
are taking your test.

TAKE PHOTO

The future of positive washback with technology

As technology continues to advance, its potential to promote positive
washback through assessments is expected to grow. In the future,
innovations like AI, machine learning, and virtual reality will likely play a
larger role in testing, formative assessments, and teaching.

One exciting development is the increased use of AI-powered assessments

that evaluate more complex skills, such as critical thinking, creativity, and
collaboration. For example:

• Cognii is designed to analyse open-ended responses and assess

students’ reasoning and understanding. According to its developers,
Cognii’s virtual tutor helps students build critical-thinking skills by
providing real-time feedback, identifying areas for improvement
beyond basic right-or-wrong answers.
• Turnitin Revision Assistant, originally known for detecting plagiarism,
now provides feedback on writing style, coherence, and creativity. It
analyses vocabulary usage, sentence variation, and discourse, helping
students to refine their writing and approach creativity in new ways.
• The Group Interaction Annotation Tool (GIAnT), available through
GitHub, is another promising innovation. GIAnT can be used to assess
group interactions in real-time, analysing both verbal and non-verbal
cues such as turn-taking and tone. This tool has the potential to
help teachers and students evaluate teamwork, communication, and
problem-solving skills.

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Game-based assessments 2
Another type of assessment showing potential for measuring complex
skills is game-based assessment (GBA). Supporters believe that GBA 3
encourages students to take risks, engage with content more deeply, and
stay motivated. This, in turn, can influence teaching by fostering an 4
environment of creativity and exploration. One example is SimCityEDU:
Pollution Challenge!, released in 2013 by GlassLab. In this game, players 5
assume the role of a virtual mayor, balancing economic growth with
environmental protection. Aligned with US educational frameworks,
including the Framework for 21st Century Learning, Next Generation
Science Standards (NGSS), and Common Core State Standards in
Mathematics (CCSSM), it serves as a formative assessment for lower-
secondary students, focusing on problem-solving and critical-thinking
skills. Another example is Crisis in Space, which won the innovation prize at

The Impact of Assessment on Teaching and Learning

the 2020 e-Assessment Awards. Developed by ACTNext, this collaborative
game requires two players to solve problems on board a space station, with
one acting as the astronaut, and the other as mission control. It will be
exciting to see how GBAs evolve and impact education in the future.

Virtual Reality (VR) and Augmented Reality (AR) in assessment

Virtual reality (VR) and augmented reality (AR) are two other technology
types worth watching. These immersive technologies can create realistic
testing environments where candidates can demonstrate their skills in
a more hands-on way. For example, a student might engage in a virtual
conversation with AI avatars, or complete simulated tasks in realistic,
interactive settings. Unlike paper-based tests, these assessments require
students to apply their language skills in dynamic, real-world situations,
prompting teachers to design lessons that prepare students for immersive
tasks and shifting the focus towards practical language use.

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Ethical considerations 2
While new technologies offer enormous potential to improve education, 3
they also raise important ethical concerns. Issues such as the digital divide,
originality, over-reliance on AI, and data privacy must be addressed to 4
ensure fair and inclusive implementation. Policymakers, test designers,
and educators must work together to mitigate these risks. 5
Digital divide
Not all students have equal access to the resources needed to engage in
digital assessments. This inequality can lead to negative washback, as
teachers in under-resourced contexts may struggle to fully leverage the
Other than formal potential of technology-based assessments.
assessment, I use
Originality

The Impact of Assessment on Teaching and Learning

alternative methods like
Although generative AI (GenAI) offers benefits in education, its increasing
class discussions, group use by students for ‘academic shortcuts’ raises concerns. Over-reliance on
projects, presentations, GenAI may hinder the development of essential skills like creativity, critical
peer reviews, reflective thinking, and problem-solving, ultimately affecting students’ longterm
journals and quizzes. The academic and professional success (skill degradation).
benefits for my students
A recent concept, ungrading, challenges traditional assessment methods
are that there is less by removing numerical or letter grades and focusing instead on holistic
pressure and more feedback, self-assessment, and reflection.20 Supporters believe ungrading
engagement. The benefit could address originality concerns—without the pressure of grades,
for me is that I have better students would feel less of a need to cheat with AI tools.21 Although radical,
insight into my students’ ungrading presents another route to a more learning-centred approach to
needs and I can adapt my assessment.
teaching accordingly.
Teachers’ over-reliance
Agnieszka Tyszkiewicz-Zora,
Just as with traditional tests, AI-driven tests that rely heavily on multiple-
Senior lecturer, Poland
choice, gap-fill, or matching formats can lead teachers to teach to the
test, focusing only on what is tested instead of fostering comprehensive
learning. Teachers unfamiliar with the limitations of AI may also adjust
their instruction to align with AI-driven expectations, effectively ‘teaching
to the AI’ instead of promoting authentic, well-rounded learning. To avoid
this, it’s crucial to balance AI-driven assessments with other methods that
support broader educational goals.

Data privacy and protection

Another ethical issue is data privacy and protection. When student data
is collected and analysed by AI systems, concerns arise about surveillance,
algorithm transparency, and potential biases. Teachers using AI chatbots or
other third-party platforms to assess student work must ensure that they
are not exposing personal data without proper consent. For this reason,
always checking school policy before uploading student-generated content
to third-party tools is essential for protecting privacy.

Ultimately, the future of assessment seems to be moving towards a

continued focus on lifelong learning, reflecting the changing demands of
the workplace and society. In this context, technology has the potential to
promote positive washback, working alongside educators, policymakers,
and other stakeholders to help them use tests as tools for growth rather
than as mere measures of success at a single point in time.

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2
What do I need to know? 3
4
5

In this section, we have seen that technology offers

significant opportunities to promote positive washback.
From online resources and adaptive testing, to
automated scoring and game-based assessments, these

The Impact of Assessment on Teaching and Learning

advancements can encourage more effective teaching
practices and deeper learning experiences in the
classroom. Looking ahead, the integration of technology
promises to create assessments that are more practical
and aligned with real-world skills. However, ethical
considerations must be taken into account to ensure
all students have an equal opportunity to succeed and
grow. By embracing these changes while maintaining fair
practices, all stakeholders can use technology to create a
more dynamic, inclusive, and positive learning environment.

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Conclusions
Washback from assessments can be a positive force to improve learning
in the classroom, as long as certain factors are taken into account. The
teacher’s role remains central in mediating washback from testing, and it
is crucial to empower teachers with supportive policies to make effective
instructional choices. Students should be provided with valuable opportunities
for meaningful learning and a systemic shift towards continuous assessment

The Impact of Assessment on Teaching and Learning

is required, along with policies that factor in the real needs of all learners.
A deeper understanding of all these factors is key to effectively addressing the
intricate dynamics of washback in educational settings.

Key takeaways
Teachers
1 Be clear
Be clear and explicit about the specific skills and knowledge required to pass
the exam.
2 Identify language and skills
Identify language and skills that are important for your students but not directly
assessed in the exam, and incorporate these into your lessons and into your
formative assessments.

Policymakers and educational institutions

3 Invest in assessment literacy
Invest in assessment literacy training, so that teachers and administrators can
make informed decisions about assessment practices and relevant teaching
approaches.
4 Align with educational goals
Align school curricula, assessment formats, learning materials, and professional
development with the educational goals of the programme.
5 Create effective teacher training
Ensure that teacher training and ongoing professional development emphasize
effective language learning principles, helping educators focus on meaningful
communication and skill development rather than just test preparation.

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Appendix 1
Sample checklists for test analysis

These questions can be used to help evaluate the effectiveness of a test.

Skills and content

• What main skills and sub-skills are tested?

• Do the tasks reflect real-world communication? (How do they encourage authentic language use?)

• Does the test include a variety of question types?

• Is there a good balance between receptive and productive skills?

Cultural and practical considerations

• Are the test items culturally appropriate for students?

• Is the timing realistic for students to complete the test comfortably?

• Are the scoring criteria clear and aligned with learning objectives?

These questions can be used to help improve lessons based on test needs.

Teaching methods and test adaptation

• Does the test format allow for creative teaching methods?

• Can the test content be extended to include broader, higher-order thinking skills?

• If there are repetitive task types, can they be replaced with different ones?

• What types of formative assessments could help monitor progress towards test readiness?

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Appendix 2
Continuous feedback best practices—quick guide for teachers

1. Set clear learning goals

Clearly define lesson and task objectives so students know what to expect (for
example, Today, we will learn how to describe places or By the end of this class,
you will be able to describe a place, saying what you can see, hear, or feel).

Use ‘can-do’ statements to help students understand and self-assess their

progress (for example, I can describe a place using adjectives and prepositions of
place).
2. Encourage goal-setting

Guide students to set achievable short- and long-term goals based on

feedback and performance (for example, This week, I want to use five new words
in a conversation).

Revisit these goals regularly to keep students motivated.

3. Provide timely, specific feedback

Give feedback soon after tasks, focusing on specific strengths and areas
for improvement. Avoid vague phrases (for example, Good job) and instead
highlight what was done well and what needs more work (for example, You
used good linking words in your description. Next time, focus on improving your
spelling).
4. Monitor progress regularly

Use formative tools like learning journals, portfolios, or progress charts where
students can track their own development (for example, mark milestones
on a chart, such as I learned ten new words or I completed three speaking tasks
without notes).
5. Involve parents

Share formative assessment results with parents or guardians in simple terms

so they can support learning at home (for example, send home progress
reports highlighting strengths and offering practical suggestions like Practise
reading aloud for five minutes a day).

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Appendix 3
Sample self-assessment checklist—speaking task

Example procedure

Age:
12+

Level:
High-beginner/A2+

Objective:
To encourage students to reflect on their oral performance and identify areas for improvement.

Procedure:
1 Students record a short monologue (individually) or conversation (in pairs), using a voice recording
application on a mobile device.
2 They listen to the recording and use the checklist to evaluate their own performance.

Variation—Peer assessment:
1 Students record the monologue or conversation.
2 They swap recordings with a partner or another pair, listen to the recording, and use the checklist to
evaluate their partner’s/partners’ performance. (Rephrase the rubric and criteria in the checklist as
necessary.)

Checklist:
Criteria Rating Comments
(1–5)
I said all the important
things I wanted to say.

I gave examples to
explain my ideas.

My speech was clear and

logically organized.

My grammar and
vocabulary were accurate.

My pronunciation was
easy to understand.

Reflection questions
1. What did you do well?
2. What would you like to do better next time? How are you going to prepare to do this?

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Appendix 4
Sample peer-assessment checklist—writing task

Example procedure

Age:
10+

Level:
High-beginner/A2+

Objective:
To help students provide constructive feedback on their peers’ written work.

Procedure:
1 Students write a short text (for example, a story) individually or in pairs.
2 They swap texts with a partner or another pair, read the text, and use the checklist to evaluate it.

Variation—Self-assessment:
1 Students write their text.
2 They read it and use the checklist to evaluate their own work.
(Rephrase the rubric and criteria as necessary.)

Checklist:
Criteria Yes / No Comments
The story has a clear
beginning, middle, and end.

The characters are interesting

and have a clear role.

The grammar and spelling are

correct.

Reflection questions
1. What did your partner(s) do well?
2. What should they do better next time? How can they prepare to do this?
3. Share your feedback with your partner(s).

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Appendix 5
Balancing test preparation with broader language objectives—
sample scenarios

1. Bridging test requirements with real-world skills

Scenario: A listening section of the test focuses only on multiple-choice

answers.

Activity: Play the audio again and ask students to summarize it orally.

Teacher notes: Highlight useful summarizing phrases (for example,

The main idea is ... ) and give feedback on clarity and fluency.

2. Engaging students in broader learning

Scenario: A test focuses heavily on isolated grammar rules.

Activity: After a gap-fill exercise, ask students to write a short

paragraph using the same grammar in context.

Teacher notes: Encourage creativity (for example, Write about your favourite
holiday using at least three past tense structures).

3. Encouraging critical thinking

Scenario: Students prepare for a multiple-choice vocabulary test.

Activity: After completing the test, discuss why each incorrect option
is wrong.

Teacher notes: Guide students to use context clues to determine meaning

and suggest rephrasing sentences with the correct word or
synonym.

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Appendix 6
Assessment literacy best practices—quick guide for teachers

Build assessment literacy

• Study test constructs (for example, use handbooks, sample tests, and past
papers).
• Attend professional development workshops focused on assessment strategies
and innovative teaching methods.
• Collaborate with peers through observation and discussion to share best
practices.

Use formative assessments

• Identify strengths and weaknesses through diagnostic tests.

• Provide ongoing feedback using self- and peer-assessment activities.
• Encourage students to track progress in journals and e-portfolios.

Balance test preparation with broader objectives

• Combine exam tasks with real-world tasks (for example, use exam topics to
write blog posts or hold debates).
• Incorporate higher-order thinking activities (for example, analysing or
critiquing test questions).

Promote student autonomy

• Help students set realistic goals and evaluate their own progress with
structured checklists.
• Emphasize transferable skills, including critical thinking and problem-
solving.

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Appendix 7
Sample procedure for implementing an e-portfolio—
example for primary EFL learners

Step 1: Identify objectives

Clearly outline what students are expected to achieve using the e-portfolio, such as
demonstrating progress in vocabulary, grammar, speaking, or writing.

Example: Students will document their learning journey by uploading weekly tasks that
highlight their writing skills.

Step 2: Choose the right platform

Select a user-friendly platform that is suitable for young learners, such as Seesaw,
Google Slides and Docs, or ClassDojo Portfolios. Ensure that the platform complies with
GDPR regulations (or equivalent data protection laws in your country).

Step 3: Design the e-portfolio

Organize the portfolio into clear sections to help students organize their content:

Personal information: Include an ‘About me’ section where students write a short
introduction in English, including hobbies, family members, etc.

Work samples: Create categories aligned with portfolio objectives, such as ‘My
vocabulary list’, ‘My projects’, ‘My blog posts’.

Reflections: Incorporate a ‘My reflections’ section with prompts to guide self-

assessment (for example, This week I learned … ; I found … difficult because … ; My favourite
activity this month was … ; etc.).

Step 4: Introduce the e-portfolio to students and parents

Explain what an e-portfolio is, why it is useful, and how it works.

Demonstrate how to upload files and reflections. Young learners may prefer sharing
reflections orally, so show them how to record and upload audio files. Provide sentence
prompts to support reflections (for example, Today I learned about … ; I feel … about my
progress because … ).

Organize a workshop for parents—either online or in-person—to explain how to

access the platform and support their children. (Ensure they know who to contact for
troubleshooting before the programme starts.)

Step 5: Provide guidance and scaffolding

Offer ongoing guidance to ensure students understand how to use the platform
effectively.

Organize regular workshops with parents to reinforce their involvement in the process.

Step 6: Monitor progress and provide feedback

Regularly review students’ portfolios and celebrate achievements. Leave personalized

comments (for example, Great job describing your weekend!, Can you add one more
sentence?, etc.) or use visual icons (for example, ‘clapping’, ‘stars’, etc.).

Share updates with parents, encouraging them to leave positive comments or icons on
their child’s portfolio.

Step 7: Reflect and adapt

At the end of each term, gather feedback from students and parents to evaluate what is
working well and what needs improvement. Make changes as necessary to enhance the
programme’s effectiveness.

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Glossary
accommodated tests inferencing
Tests that have adjustments to make them more The process of deducing or predicting meaning based on
accessible to candidates who have physical or cognitive context and prior knowledge.
restrictions.
language analytics
active learning AI-driven analysis of text data to assess aspects like
Methods that require students to engage actively with coherence, cohesion, language use, and common errors.
materials through thinking, discussing, and creating.
localization
adaptive testing Adapting exams to suit specific geographical or cultural
A computer-based testing method where the difficulty, groups of test takers.
level, and order of questions change based on a
candidate’s performance. multimodal
Refers to delivering tests in various formats such as
automated scoring systems paper-based, online, or through remote proctoring.
Tools that evaluate test items or tasks and assign scores
automatically without human involvement. peer assessment
Activities where students evaluate and provide feedback
competence vs competency on each other’s work.
Competence is the ability to perform tasks successfully
and efficiently. Competency refers to the specific skills, peer learning
behaviours, or knowledge required to achieve that success. Learning through collaboration with peers, involving
mutual observations and feedback.
data privacy and protection
Ethical guidelines for collecting, storing, and using performance-based tests
personal data, ensuring responsible handling of Assessments requiring students to demonstrate
information in digital systems. knowledge through practical tasks such as projects,
simulations, or role-plays. These can be used as formative
deep learning or summative assessment and are increasingly used to
Understanding complex elements of a subject, such as evaluate higher-order thinking skills.
recognizing cultural nuances or adapting language for
specific audiences and purposes. remote proctoring
An online system using cameras and microphones to
diagnostic test monitor candidates taking exams online from remote
An assessment conducted at the beginning of a course locations, ensuring integrity and fairness.
to identify students’ needs, guiding lesson planning and
personalized learning strategies. rote memorization
Learning through repetition to memorize information,
digital divide often without understanding it deeply.
The gap between those who have access to technology and
the internet for learning and those who do not, influenced scanning
by resources and digital skills. A reading technique used to find specific information
quickly within a text.
e-portfolio
A digital tool for collecting, organizing, and storing self-assessment
students’ work and reflections over time. Activities through which students reflect and evaluate
their own performance and learning process.
feedback loop
A process in which teachers collect and act on student skimming
performance data to enhance teaching effectiveness. A reading technique used to understand the main idea
in a text without reading every word (also known as
formative assessment expeditious reading).
Ongoing assessments that monitor student progress,
provide feedback, and guide instruction. surface learning
Focusing on the main points of a subject without delving
game-based assessment (GBA) into details or deeper understanding.
An evaluation method that uses game elements like
challenges, levels, and points to assess skills and task authenticity
knowledge. The extent to which a task reflects real-life linguistic and
cognitive methods.
generative AI (GenAI)
Artificial intelligence that can generate content such as teach to the test
text, images, video, and audio based on input data. Teaching aimed primarily at improving test performance,
often at the expense of broader learning objectives.

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test misappropriation ungrading
When students are prepared for a test that does not align An assessment approach where students receive feedback
with their immediate or long-term needs. on their work without being assigned grades.

test reliability washback

The consistency of a test in producing similar results The influence that testing and assessment practices have
when administered under the same conditions or repeated on teaching and learning behaviours. Washback can be
with the same individual or group. negative or positive.

transferable skills
Abilities that are applicable across different contexts, such
as using skimming and scanning skills for both exams and
real-world tasks like analysing emails or documents.

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Further reading and resources
Andrews, S., Fullilove, J., & Wong, Y. (2002). Targeting Hughes, A. (1989). Testing for language teachers. Cambridge
washback: A case-study. System, 30(2), 207–223. University Press.
doi.org/10.1016/S0346-251X(02)00005-2 Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational
Bachman, L. F. (1990). Fundamental considerations in language measurement (3rd ed., pp. 13–103). Macmillan.
testing. Oxford University Press. O’Sullivan, B. (2020). The comprehensive learning system.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in British Council. www.britishcouncil.org/sites/default/files/
practice. Oxford University Press. cls_bcps1_bos_30-09-2020_final.pdf
Bailey, K. M. (1999). Monograph series: Washback in language Taylor, L. (2005). Washback and impact. ELT Journal, 59(2),
testing. Educational Testing Service. 154–155. doi.org/10.1093/eltj/cci030
Cheng, L. (2005). Changing language teaching through language Tsagari, D. (2007). Review of washback in language testing:
testing: A washback study. Cambridge University Press. What has been done? What more needs doing? Lancaster
Cheng, L., & Curtis, A. (2004). Washback or backwash: A University, UK.
review of the impact of testing on teaching and learning. In Tsagari, D. (2009). Revisiting the concept of test washback:
L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language Investigating FCE in Greek language schools. Cambridge ESOL:
testing: Research contexts and methods (pp. 3–17). Lawrence Research Notes, 35, 5–10.
Erlbaum Associates. doi.org/10.4324/9781410609731
Cheng, L., Watanabe, Y., & Curtis, A. (Eds.), (2004). Washback
in language testing: Research contexts and methods. Lawrence
Erlbaum Associates. doi.org/10.4324/9781410609731

Our experts
advise on EFFECTIVE
FEEDBACK:
THE KEY TO SUCCESSFUL
ASSESSMENT FOR
LEARNING

Free to download from: ISBN: 978-0-19-421839-9 ISBN: 978-0-19-400083-3 ISBN: 978-0-19-442399-1

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Acknowledgements
Cover: Shutterstock/ Chonlatee42

Illustrations by: Dominika Kowalska

The publisher would like to thank the following for permission to reproduce photographs: Getty Images (Morsa Images); Shutterstock (A_Ple, bibiphoto,
Blueee77, carballo, Cast Of Thousands, EF Stock, eurobanks, Kriachko Oleksii, languste, MaxartMix, Mehaniq, ProStockStudio, tynyuk, Wojciech Bobrowicz).

Artificial intelligence (AI) transparency statement:

With the sheer number of AI tools for text generation and increased ease of use, the author has created the following AI transparency statement for this
text. This text has not been generated or improved using AI. We hope that this transparency statement allows you to better understand the author’s process
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Endnotes
1 Washback 3 Practical guidance for teachers
1 Vernon (1956) 12 Vogt et al. (2020)
2 Wall & Alderson (1993) 13 Vacilotto & Cummings (2007)
3 Cheng (1997) 14 deBoer et al. (2023)
4 Cheng (1997)
5 Alderson & Wall (1993)
4 Suggestions for policymakers and
6 Shohamy (1993)
educational institutions
7 DeLuca & Braund (2019)
15 ALTE, British Council, EALTA, UKALTA (2022)
8 Jones, Saville & Salamoura (2016)
16 Davies (1999)
17 Wigglesworth & Frost (2017)
2 The nature of washback 18 McNamara (2000)
9 Alderson & Wall (1993) 19 Messick (1996)
10 Green (2007)
11 Alderson & Wall (1993)
5 Washback in the digital era
20 Blum (2020)
21 Inker et al. (2023)

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References
Alderson, J. C., & Wall, D. (1993). Does washback exist? Jones, N., Saville, N., & Salamoura, A. (2016). Learning
Applied Linguistics, 14(2), 115–129. oriented assessment: A systemic approach. Cambridge University
ALTE, British Council, EALTA, & UKALTA, (2022). Press.
Aligning language education with the CEFR: A McNamara, T. (2000). Language testing. Oxford University
handbook. www.britishcouncil.org/sites/default/files/ Press.
cefr_alignment_handbook_layout.pdf Messick, S. (1996). Validity and washback in
Blum, S. D. (Ed.), (2020). Ungrading: Why rating students language testing. Language testing, 13(3), 241–256.
undermines learning (and what to do instead). West Virginia doi.org/10.1177/026553229601300302
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 ELT Expert Panel

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To cite this paper:

Chiappini, R. (author), Szoke, J. (consultant), Taylor, L. (consultant) (2025).
The Impact of Assessment on Teaching and Learning: creating positive washback
[PDF]. Oxford University Press. www.oup.com/elt/expert

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 The experts consulted
for this paper

Riccardo Chiappini
Riccardo Chiappini is an ELT materials writer, test-item specialist,
editor, and teacher trainer. He has developed test items for
international exams and contributed to major publishers, including
Oxford University Press. An award-winning author, he received
the 2020 British Council ELTons Award for Innovation in Teacher
Resources.

Jo Szoke
Jo is a freelance teacher trainer, AI in Education specialist, and EFL teacher.
She trains pre-service and in-service teachers at a university in Hungary
and on Erasmus training programmes, and has been working with various
international publishers for years to design and deliver training workshops
and webinars. Her main fields of interest include using technology in
teaching, and assessment and feedback.

Lynda Taylor
Lynda Taylor has been involved in language education for over 40
years, first as an ELT teacher and teacher educator, later as a materials
developer and assessment researcher. She is Visiting Professor in
Language Assessment at the Centre for Research in English Language
Learning and Assessment (CRELLA) at the University of Bedfordshire,
UK. Her research interests include accommodations for language
learners with special needs and the promotion of language assessment
literacy.

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