Investigating the Wash back Effects of Remedial English Tests within the Context of the University of Sindh

  • Saima Murtaza Pandhiani
  • Farida Yasmeen Panhwar
Keywords: Wash back, teaching-learning, classroom practices, learning behavior.


Teaching and Testing form two dimensions of the learning spectrum. Researchers argue that tests are powerful magnets to bring about improvement in the teaching- learning experience. The impact of testing on classroom practices is commonly known as wash back. Wash back is normally examined in relation to the extent to which it guides teaching and learning positively or negatively. The purpose of the present study is to investigate how Remedial English tests affect classroom teaching and learning at the University of Sindh. To study classroom practices interviews of teachers and learners were conducted. The findings were verified through observation of Remedial English classes towards the end of the semester. The study indicated clear signs of wash back on students learning behavior and instructional practices of the teachers. The study proved that wash back does exist within the context of UoSJP and it operates in a highly complex method affecting not just teachers and learners but the =how‘ and =what‘ of teaching as well.