Washback effect of BECE and WASSCE English language tests on teaching and learning of English language in Ghana

Abstract

The term, washback or backwash is used in Applied Linguistics to refer to the influence high-stakes tests have on teaching and learning of second/foreign language. The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers respectively. The English language syllabus for both junior high school and senior high school levels has listening, reading, writing, and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. The main objective of this study is to evaluate the impact of BECE and WASSCE English language tests on teaching and learning of English language in junior and senior high schools in Ghana. Questionnaires, interviews, classroom observation, and document analysis were conducted with 374 students (from 3 junior high schools and 5 senior high schools) and 24 English language teachers (from 4 junior high schools and 8 senior high schools). Qualitative and quantitative analysis of data revealed that although both the BECE and the WASSCE had negative washback effect on students, the BECE tended to exert a greater negative washback effect on the students than the WASSCE, and that this negative washback adversely affected students’ communicative competence in speaking. This means that the BECE/WASSCE English language test did not allow the students to concentrate on activities that would help them to speak the language fluently in real life situations.