Shaping Minds or Limiting Learning by Teaching to the Test? Washback Effects of High-Stake Assessment

Abstract

Assessment systems play a pivotal role in influencing teaching and learning, presenting both advantages and drawbacks. This study examines the washback effects of examinations. Employing a qualitative phenomenological approach with the lived experiences and perspectives of learners. The study population consisted of private college students from city Lahore and a sample of 20 students was selected through convenience sampling technique. Data was collected through semi-structured interviews. The results indicated more negative washback effects on students' overall development as: psychological pressure, physical breakdown, mental and emotional distress, exam hall environment and systematic social factors. Further research on a broader scale to examine additional determinants of examination and their effects on student performance is recommended.