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

Saima Murtaza Pandhiani, Farida Yasmeen Panhwar


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.

Full Text:



  • There are currently no refbacks.

Copyright (c) 2019 International Research Journal of Arts & Humanities (IRJAH)

ISSN: 1016-9342 

Copyright © University of Sindh, Jamshoro. 2017 All Rights Reserved.
Printing and Publication by: Sindh University Press.

International Research Journal of Arts & Humanities (IRJAH) is published annually by the
Office of the Dean, Faculty of Arts, University of Sindh, Jamshoro, Pakistan.