摘要
Washback refers to the influence of testing on teaching and learning. The College English Test （CET） is an educational, standardized, criterion-related norm-referenced test. Since 2005, CET has undergone tremendous innovations and the test innovation has been implemented nationwide since 2007. The present study attempts to investigate the longitudinal CET washback from teachers’ perspective, aiming to address： Does CET washback change over time？ Questionnaire surveys were employed as the main research instrument in the present study, complemented by classroom observations and interviews. The research findings show that CET exerts more positive washback than negative one on CE teaching.
