高风险语言测试的反拨效应:对考教学一体化的启示

Washback of High-Stake Language Tests:Implications for the Integration of Testing,Teaching and Learning——Take the HSK as an Example

本研究以1,616名汉语二语学习者、112名国际汉语教师、41名国际汉语教育管理者为研究对象,采用问卷调查、课堂观察、访谈等方法,探讨汉语水平考试(HSK)对学生学习、教师教学及管理者的反拨效应。研究发现,HSK对学习、教学和管理均产生了影响,对前两者产生的积极效应大于消极效应,总体上对学习方面产生的反拨效应比教学方面显著;考试动机、对考试的认识、考试设计、院校的管理规定是影响反拨效应强度的主要因素;管理者的视角能够印证并解释考试对学习和教学的影响。基于上述研究结果,本文从实证视角为考、教、学三者的关系提供证据并尝试构建考教学一体化的教育生态系统。

As a part of the consequential validity of tests,washback effect has great importance in evaluating the quality of tests and promoting education reform.Testing,teaching and learning are important sections in the education system,and they should be effectively distinguished and connected.In order to explore the relationship among testing,teaching and learning from the perspective of empirical study,and to develop an integrated education ecosystem,this paper aims to explore the washback of Chinese Proficiency Test(HSK) on students’ learning,teachers’ teaching and administrators’ management by means of questionnaire,classroom observation and interview.The results showed that HSK had an impact on learning,teaching and management,the positive effect was greater than the negative effect’and the washback effect on learning was greater than that on teaching.For students,HSK influenced learning strategies,learning methods,learning attitude,and provided learning goals for a period of time.The factors that affected the washback strength were students’ motivation and understanding of HSK.Setting a high value on the test,great familiarity coupled with strong internal motivation would strengthen the backwash.If students estimated that the test was excessively difficult,the washback strength would be weakened.In addition,HSK had the strongest effect on students of lower levels,especially those of Level 1,and the slightest effect on students of higher levels,especially those of Level 6.The reason for this result was that the two groups of students had different internal motivations,learning strategies and understanding of the test.For teachers,HSK influenced the teaching content,teaching methods and distribution of teaching time,while some teachers assumed that HSK had no prominent effect on teaching.The understanding of the test and regulations of universities and institutions were the main factors that influenced the strength of washback.For administrators,HSK influenced the policy-making,the arrangement of courses and the selection of teaching materials.Perspectives of administrators could confirm and explain the effects of the test on learning and teaching.Based on the above research results,the mechanism of optimum education system which included testing,teaching and learning was constructed.First,there was a bidirectional progressive relationship between test outcome and teaching,as well as between test outcome and learning.Second,the design of test,teaching and learning could facilitate one another.Well-designed test promoted learning and teaching,and accordingly,students and teachers could help improve test through their experiences and feedback.Third,test outcome and the judgement of teachers on students should be both considered to generate a more effective and comprehensive assessment of students’ learning.In particular,a high-quality test was capable of measuring the learning achievement of students to a greater extent.In summary,testing,teaching and learning could be subserved and testing and teaching could be integrated to evaluate ultimate learning.