A Research On The Content Validity And Washback Effect Of Reading Subtest In Senior High School Entrance English Test

"Washback" usually refers to the impact of tests on language teaching and learning.The research on it has become the focus in the field of language testing in recent years.Under the guidance of the theories related to language testing modes and washback effect,the study attempts to probe into the washback effect of reading subtest in Senior High School Entrance English Test on teaching and learning of English reading in junior high schools by taking Fuzhou Senior High School Entrance English Test as a case,and on that basis,some suggestions for effective reading teaching are put forward.The data and information of the study are collected through literature review,questionnaire survey and classroom observation.The findings of the study include:(1)The reading subtest of Senior High School Entrance English Test has a certain degree of content validity,which is a prerequisite for washback study.The questions of reading subtest are set according to the requirements of Curriculum Standards on reading skills and are also capable of reflecting students’ real reading ability.(2)The reading subtest of Senior High School Entrance English Test has washback effect on teaching and learning of English reading from various aspects,especially the attitude,content and methods of teaching and learning.(3)There are both positive and negative washback effects caused by the reading subtest.Due to the limitation of reading subtest,teacher quality deficiencies and high stakes of Senior High Entrance Examination,the intended washback effect is hard to be fully realized.(4)The degree of the washback effect varies with the change of grade,and the phenomenon of"teaching to the test" is more serious in higher grade,such as excessive emphasis on language points,insufficient reading skill instruction,etc.The study has reference value in maximizing the intended and positive washback as well as minimizing the negative washback,and also has practical significance in defining the target of reading teaching and improving teaching effectiveness.