THE WASHBACK EFFECT OF THE NATIONAL SENIOR CERTIFICATE EXAMINATIONS: PERCEPTIONS OF TEACHERS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA

Abstract

The high-stake examinations are often claimed to have the positive washback effect of enhancing classroom practice and instruction. This notion proceeds from the position that tests contain what must be taught and learnt. While this view is logically consistent and theoretically defensible, it fails to fully acknowledge the negative washback of such tests. Using the National Senior Certificate (NSC) examination as a case study, this paper draws on Alderson and Wall’s (1993) conceptualisation of the examination washback trichotomy and data elicited through 100 surveys with purposively selected teachers in uMgungundlovu District in South Africa. It challenges the assumption that these high-stake examinations result in positive washback only. Instead, the paper argues that beyond their obvious benefits, the examinations also result in the unintended consequences of negative washback. Following a detailed analysis, the paper shows that the NSC examination led to improved accountability and enhanced classroom instruction, as teachers attempted to improve the pass rates of their learners. However, they also resulted in the manipulation of test records; a narrow emphasis on teaching subject matter that would be covered in examinations; and an emphasis on addressing past examination papers to finish the syllabus. These findings have profound implications for education policy and practice.

Keywords

• washback, high-stake examinations, accountability, unintended consequences