IN THE NAME OF GOD

Teacher Training University Department of Foreign Languages

The washback effect of discrete-point and integrative tests on the retention of content in knowledge tests

A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Arts in Teaching English as a Foreign Language

Supervisor: Dr.

Advisor: Dr. ..

By: Sadegh Ghaffary

Tehran, Iran August 2011

We hereby recommend that this thesis by . entitled " " be accepted in partial fulfilment of the requirements for the degree of Master of Arts in Teaching English as a Foreign Language.

Dr. ., the Supervisor ............................................ Dr, the Advisor

......................................
Dr. Mahmood Reza Atai, Head of English Department

.. .....................................

Teacher Training University Department of Foreign Languages

August 2011

To my parents and to my dear wife

ACKNOWLEDGEMENTS My special thanks go to the following people whose guidance and assistance were indispensable in the successful completion of this study. First, I would like to express my appreciation to Dr. Tajeddin, my supervisor, for his invaluable pieces of advice. Further, I owe thanks to Dr. Gholami, my advisor, for her helpful comments on my work. Thanks are also due to my colleagues in Shahid Beheshti Teacher Training Center and my dear friend Mr. Rezai (Ph.D. student in Malaysia) for their support and encouragement. I am also indebted to my parents and especially to my wife who stood by me and at times tolerated with patience my impatience.

ABSTRACT The washback effect of tests on teaching and learning has attracted the researchers' attention over recent years; however, only a limited number of research studies have been undertaken to investigate its effect on learning and learners (Shohamy, 1996). The recognized "washback effect" is the subject of this study with close scrutiny and focus on the influence of test type dichotomy (discrete-point tests versus integrative tests) on the degree of content retention in learner's memory. Previously conducted pieces of research in the field by scholars such as Alderson and Hamp-Lyons (1996), Wall (2005), Messick (1996), Watanabe (2001), etc., have disclosed some dimensions of washback and its impact on individuals and institutions as well. The present thesis investigated the untouched latent corner of washback regarding test type influence on retention in knowledge tests. The total participants in this study were 78 junior students selected from one hundred psychology students attending summer courses in three Islamic Azad universities in Zanjan, Abhar and Mianeh. The appropriate method adopted in conducting the research was quasi-experimental using pretest and posttest design. Based on data analysis, the study suggests that participants favour integrative tests more than discrete-point ones due to the formers providing more clues. On the other hand, it suggests that integrative tests are more powerful regarding degree of retention. A reading strategy questionnaire was also distributed among the participants to see its effect. The results showed that strategy use had a significant effect on retention of content in both groups but there was no significant difference between two groups' use of strategies. Also in this study it was proved that there was no significant interaction between method of testing and strategy use. The implication of the study is concerned with the

ease of students performance on the cloze test and it is also related to the teachers' responsibility in preparing good tests.

TABLE OF CONTENTS

DEDICATION. ACKNOWLEDGEMENTS.............................................................................. ABSTRACT....................................................................................................... TABLE OF CONTENTS.................................................................................. LIST OF TABLES............................................................................................. LIST OF FIGURES ........................................................................................... LIST OF ABBREVIATIONS ............................................................................ LIST OF APPENDICES..

Chapter One: Introduction 1.1. Introduction 1.2.Background 1.3. Statement of the Problem 1.4. Significance of the Study 1.5. Purpose of the Study 1.6. Research Questions and Hypotheses 1.7. Theoretical Framework 1.8. Key Terms Description

1.9. Limitations and Delimitations of the Study Chapter Two: Review of the Related Literature 2.1. Overview 2.2. Importance of Testing 2.3. Types of Language Tests 2.3.1. Traditional Tests 2.3.2. Discrete-Point Tests 2.3.3. Integrative Tests 2.3.4. Functional-Pragmatic Tests 2.4. Functions of Tests 2.5. Washback in language testing 2.5.1. The concept of Washback 2.5.2. Washback vs. Impact 2.5.3. Theoretical Models of Washback 2.6. Major Researches on Washback 2.6.1. Washback on Processes 2.6.1.1. Washback on Content

2.6.1.1.1. Washback on Curriculum 2.6.1.1.2. Washback on Teaching Materials 2.6.1.2. Washback on Methodology 2.6.1.3. Washback on Classroom Assessment 2.6.2. Washback on Products 2.6.3. Washback on Participants 2.7. Concluding Remarks on Washback 2.8. Memory 2.8.1. Short-Term Memory and Rehearsal 2.8.1.1. Information Processing Theory 2.8.1.2. Encoding 2.8.2. Long-Term Memory and Storage 2.8.3. Recall and Retention Chapter Three: Methodology 3.1. Overview 3.2. Participants 3.3. Instruments

3.4. Design 3.5. Data Collection Procedure 3.6. Data Analysis Chapter Four: Results and discussion 4.1. Overview 4.2. Pretest 4.3. Results 4.4. Discussion Chapter Five: Conclusion, Implications and Suggestions for Further Research 5.1. Overview 5.2.Conclusion 5.3. Pedagogical Implications 5.4. Suggestions for Further Research REFERENCES........................ APPENDICES.

List of Tables Table 1. Table 2.1. Comparison between teacher- made and standardized tests 2.Table 2.2. Language skills and their components in discrete-point testing 3.Table 2.3. Classification of testing trends with reference to their inceptions 4.Table 2.4. Alderson &Wall's fifteen hypotheses related to the concept of washback 5.Table 2.5. Hughes' framework in washback research 6.Table 2.6. Washback hypotheses revised and redefined in Alderson and Hamp-Lyons 7.Table 2.7. Overview of washback research literature 8.Table 4.1. Descriptive statistics for the pretest of reading 9.Table 4.2. T-test for pretest of reading by Groups 10.Table 4.3. Descriptive statistics for the posttest of reading by methods of testing 11.Table 4.4. T-test for posttest of reading by methods of testing 12.Table 4.5. descriptive statistics for the posttest of reading by strategy use 13.Table 4.6. T-test for posttest of reading by strategy use 14.Table 4.7. T-test for strategy use by groups 15. Table 4.8. Frequencies and percentages of strategy use by groups 16. Table 4.9. Descriptive statistics for the post test of reading by level of strategy use and methods of testing 17. Table 4.10.Two-way ANOVA for methods of testing, levels of strategy use and their interaction Page

List of Figures Figure 1. Fig. 2.1. The Relationship among theory, syllabus, and test content 2. Fig. 2.2. Functions of language tests 3. Fig. 2.3. Schematic representation of wash back and its relationship with the related disciplines 4. Fig. 2.4. Impact of testing 5. Fig. 2.5. A Basic model of wash back developed by Bailey Page

List of Common Abbreviations Used in This ThesisAFL................. Arabic as a Foreign Language BGK... Background Knowledge CPE............ Cambridge Proficiency in English DPT................ Discrete Point Test IATM.. Instrument of Analysis of Textbook Materials IT....... ITAT.......... NMET... Integrative Test International Teaching Assistants Test National Matriculation English Test

RUE............................................... Revised Use of English WASL.... Washington Assessment of Students Learning

LIST OF APPENDICES

Appendix A: Pretest.. Appendix B: Posttest. Appendix C: Cognitive and metacognitive questionnaire.

Chapter one Introduction