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.
Details
| Other ID | JA36FY79BR |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | June 1, 2017 |
| Published in Issue | Year 2017 Volume: 9 Issue: 2 |