LanguageAssessmentImpactsinChina：aTentativeAnalysisofTEM8

Cui Yingqiong Cheng Hongying

【Abstract】The paper aims to present a tentative analysis of language assessing impacts on relevant parties.It will start with discussing the connotation of test impacts and then the analysing the impacts of TEM8 on test takers，teachers and social level.The importance of such impacts will also be revealed in this paper.

【Key Words】test impact； washback； test takers； teachers

1.Introduction

The term “impact” of language assessment，especially the test impact contains specific and detailed meaning and research value.This essay discusses the test impact issues within the scope of TESOL testing.It starts with an explanation of the term “impact” and the illustration of the relationship between “impact” and “washback” based on a relevant literature review.Then it is a tentative analysis of the test impact about the TEM 8 in Chinese context.After that，the importance of the test impact with reference to the relevant evidence will be discussed.

2.Understanding of “impact”

The “impact” which originally means the strong effect of something has on somebody or something else is less common to most people compared with the other term “washback” or “backwash” no matter in general testing or in language testing.Traditionally，the direct influence brought by testing on educational contexts has been universally acknowledged （Taylor，2005）.Scholars like Fulcher and Davidson （2007，p.74） view “washback” as the effects that tests have on what goes on in the classroom.Likewise，“backwash” the alternative way to address the same thing，is used by Hughes （2003，p.53） who defines it as “the effects that tests have on learning and teaching”.However，after years of research accumulation，language testers like testers from other fields tend to believe that the use of tests and test scores can have “consequences beyond just the classroom” （Taylor，2005，p.154） including those consequences in individual life，educational system，and even in societal level.Then “impact” is adopted to address these effects of tests on individuals，educational system and society （Taylor，2005）.In this sense，the “impact” of assessment thus extends the scope of “washback” from focused on learning and teaching to a more comprehensive view.Personally I tend to agree with Bachman and Palmer （1996） who divide the whole impact of testing and use of test scores into macro and micro level.

3.The Tentative analysis on Test Impact of the TEM 8 in China

Considering the Test for English Majors （Band 8） in China，these students can be seen as the main body of direct affected individuals.This test inevitably impact on involved individuals as well as its tertiary educational and society to some extent.As for the two levels of impact proposed by Bachman and Palmer （1996），the micro level seems to be explored more than the macro level.

3.1 Impacts on Test Takers.In terms of preparing experience，it is also true for the test takers of the TEM 8 in China.This test is scheduled in early March every year soon after Chinese New Year holiday，but most test takers usually start to prepare it before the holiday.Theoretically，the English major students do not need to pay extra effort for this test after years of learning in university； but there is a trend for the test takers to take coaching programmes designed for those who feel diffident to pass the test as well as for those who wish to gain a high mark in the test.At the same time，simulation exercises also take up a portion of the test takers budget though they varies a lot depending on personal choice.With regard to the experience of taking tests，the tests may exert impact on the test takers areas of language knowledge （Bachman and Palmer，1996）.Through taking the TEM 8，it is common for test takers to do self-check.

As for the feedback that test takers receive，unfortunately the type of the TEM 8 feedback is too simple to convey enough meaningful information.For the written test of the TEM 8，test takers can receive their score and a certificate if they successfully pass.But for the oral test part，the only feedback is a certificate notifying the grade if they pass it.Bachman and Palmer （1996，p.32） advance that the type of feedback test takers receive about their performance are likely to affect them directly thus a sort of “relevant，complete，meaningful” feedback is plausible.However，with such simple total scores and grades，it may be hard for test takers to understand their strong and weak points fully and correctly.For those who fail to pass the TEM 8，the oral test of which in particular，the feedback they receive can hardly help them to self improve.

The testing can impact on test takers through the decisions made about them according to their test scores （Bachman and Palmer，1996）.As a matter of fact，the certificates of the TEM 8，especially the written test certificate，are the unwritten traditional precondition set by their future employers from various organizations，like trade companies，translation and interpreting agencies，government offices and so forth.If the test takers cannot obtain the TEM 8 certificates then they probably have to change their career plan and their four-year major learning could be a waste to some extent.Therefore，the consequences of failing the TEM 8 are not only a dishonour to those test takers but are even broad and far-reaching.

3.2 Impacts on Teachers.Lynch （2003，p.152） admited “the overriding influence” on what is taught and how it is taught.One thing worth noticing is a popular phenomenon that the courses like English literature and introduction to linguistics are not implemented well before the TEM 8 developers add a new section of the English literature and linguistics knowledge check in the test.After this change，teachers cannot ignore the importance of these courses any more.Though teachers have their beliefs and preferred teaching method，there are still some commons.For instance，in the course on literature，teachers tend to spend more time in British and American literature parts which always contain many potential test items in the TEM 8； whereas the rest parts are often spent less time and effort or omitted.As for the course on linguistics，it is popular for the teachers to choose the coursebook published by the Shanghai Foreign Language Education Press although there are many other published coursebooks.

3.3 Impacts on Social Aspects.As Bachman and Palmer （1996） summarize that values and goals of the society and educational programme within which the test takes place should be considered together with the test situation in assessing the test impact.The TEM 8 has long been regarded as the highest level of English test in China no matter in terms of its difficulty level or its authority.However，this admiration and respect gradually faint with more and more graduates won such certificates.A single TEM 8 certificate itself cannot satisfy the future employers needs.Successfully pass or gain a high mark in other tests like Cambridge BEC test and TOEIC become additionally necessary for those wishing to work in foreign or joint-venture enterprises.And most translation and interpreting agencies around China require certificates of tests like CATTI or Shanghai Interpretation Accreditation Test besides the TEM 8.With regard to its impact on educational system，the TEM 8 plays a very important role in the English Major Programme evaluation.Every year，the test takers scores and other data from the TEM 8 are collected and analyzed by the English major panel belonging to the English Major Orientation Committee.

4.The importance of “impact”

The current view toward test impact which is included in test validation as “consequential validity”，as Messick （1993，edited in Linn，R.p.22） lists “social consequences” as one of the four facets of test validity.Although this term is disapproved by Alderson （edited in Cheng，Watanabe & Curtis，2004 p.xi），he still accepts and even encourages test developers to anticipate the possible test washback.

Tests including language tests are often used as an effective tool for the authorities in many areas around the world to “manipulate their local educational systems，to control curricula and to impose （or promote） new textbooks and new teaching methods” （Cheng and Curtis，edited in Cheng，Watanabe and Curtis，2004）.Most of them need cooperation and even compromise among language teachers，learners as well as developers of material and tests.For example，Davies （1990） suggests that the intended innovation in teaching cannot be obtained through a single testing system，but it can succeed thanks to the appropriate collaboration of testing，teaching and materials.This reveals the close association between testing and other activities involved in a certain educational context.Andrews （edited in Cheng，Watanabe and Curtis，2004） who examines the influence of high-stakes tests on curriculum innovation with consideration of various stakeholders goes further and puts the impact study into practice.The close and subtle association with other educational practices of test impact provides possibilities to people to avoid partial understanding of various factors.

The oral test of TEM 8 is newly supplemented to assess those English major students interpreting ability.Even if the interpreting course is required，this course is used to be ignored by many teachers due to the difficulties in teaching and assessing.Researchers in China have called for and done preparations for the oral test into the TEM 8 for a long time （Wen et al，2002）.The introduction of the oral test brings new stimulus to both teachers and students.To make fulfill their every interpreting class seems to be necessary to them.

5.Conclusion

In conclusion，the test impact provides researchers and practitioners a chance to gain a more comprehensive understanding of the influences of testing on the involved individuals，educational system and even the society.With the above discussion and examples from the Chinese context，it is also reasonable to notice the importance of the test impact study which is linked with various educational practice and involved different parties within a certain context.

References：

[1]Alderson，J.2004.“Foreword” in L.Cheng at al.ed.Washback in Language Testing：Research Contexts and Methods.New Jersey：Lawrence Erlbaum Associates Publishers.

[2]Andrews，S.2004.“Washback and Curriculum Innovation” in L.Cheng at al.ed.Washback in Language Testing：Research Contexts and Methods.New Jersey：Lawrence Erlbaum Associates Publishers.

[3]Bachman，L.& A.Palmer 1996.Language Testing in Practice.Oxford：Oxford University Press.

[4]Cheng，L.& A.Curtis，2004.“Washback or Backwash：A Review of the Impact of Testing on Teaching and Learning” in L.Cheng at al.ed.Washback in Language Testing：Research Contexts and Methods.New Jersey：Lawrence Erlbaum Associates Publishers.

[5]Davies，A.1990.Principles of Language Testing.Oxford： Blackwell Publishers.

[6]Fulcher，G.& F.Davidson.2007.Language Testing and Assessment：An Advanced Resource Book.London：Routledge.

[7]Hughes，A.2003.Testing for Language Teachers.Cambridge：Cambridge University Press.

[8]Lynch，B.2003.Language Assessment and Programme Evaluation.Edinburgh：Edinburgh University Press.

[9]Messick，S.1993.“Validity” in Linn，R.ed.Educational Measurement.New York：The Oryx Press.

[10]Taylor，L.2005.“Washback and Impact”.ELT Journal.59（2）.pp.154-155.

[11]Wen，Q.，K.Wu，W.Wang & Y.Ren.2002.“Quan guo ying yu zhuan ye ba ji kao shi de ke xing xing yan jiu”[The Feasibility of National Oral Test for English Major Students]， Foreign LanguageWorld.90（4），pp.67-73.