Washback of assessment on English teaching-learning practice at secondary schools

Abstract This paper presents the findings of a study which aimed at exploring washback Secondary School Certificate (SSC) English examinations on teaching and learning practice secondary schools in Bangladesh. For this purpose, qualitative research (employing interviews with teachers, FGDs students classroom observations protocol) was conducted 12 schools. The results from data analysis indicate that SSC tests had strong negative teaching-learning resulting lack congruence between objectives curriculum format tests, teachers’ adequate understanding about present assessment system, respondents’ attitudes towards test, pressure parents to ensure good grades final examination. Consequently, teachers learners adopted such approaches are highly examination-oriented. puts forward some suggestions how positive could be generated. have implications for decision makers, designers curricula, testing, teacher trainers involved Bangladeshi educational system elsewhere.