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Does Students' Understanding of Test Designs and Demands of a High-Stakes Test Influence Their Learning Practices: A Washback Study

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Title: Does Students' Understanding of Test Designs and Demands of a High-Stakes Test Influence Their Learning Practices: A Washback Study
Language: English
Authors: Manxia Dong, Boyu Wang
Source: Language Testing in Asia. 2025 15.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High School Seniors, Test Construction, Test Use, Test Preparation, High School Teachers, High Stakes Tests, Learning Strategies, Teaching Methods, Student Motivation, Curriculum Design, Study Skills, Student Behavior
Geographic Terms: China
DOI: 10.1186/s40468-025-00354-z
ISSN: 2229-0443
Abstract: This study aimed to explore the relationship between students' understanding of the National Matriculation English Test (NMET) and their learning practices through standard multiple regression (SMR) and structural equation modeling (SEM) with the purpose of unraveling the working mechanism of washback. A total number of 3105 Chinese senior high school students participated in the questionnaire survey. Data were processed and analyzed using SPSS 21.0 software to conduct descriptive statistics, exploratory factor analysis, and standard multiple regression and using AMOS 21.0 software to perform confirmatory factor analysis (CFA) and SEM. The findings revealed that students demonstrated a better understanding of test designs than test demands, and that their understanding of the test significantly predicted their learning practices. Specifically, students' understanding of both test designs and test demands significantly predicted teaching-related learning and test preparation. However, understanding of test demands was found to be a stronger predictor of teaching-related learning and test preparation than understanding of test designs and was the only predictor of communicative learning. These findings have significant implications for students, teachers, and educational authorities, highlighting the need for targeted support and guidance to enhance students' understanding of high-stakes testing and its impact on learning behaviors.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461966
Database: ERIC
FullText Text:
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  Data: Does Students' Understanding of Test Designs and Demands of a High-Stakes Test Influence Their Learning Practices: A Washback Study
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: This study aimed to explore the relationship between students' understanding of the National Matriculation English Test (NMET) and their learning practices through standard multiple regression (SMR) and structural equation modeling (SEM) with the purpose of unraveling the working mechanism of washback. A total number of 3105 Chinese senior high school students participated in the questionnaire survey. Data were processed and analyzed using SPSS 21.0 software to conduct descriptive statistics, exploratory factor analysis, and standard multiple regression and using AMOS 21.0 software to perform confirmatory factor analysis (CFA) and SEM. The findings revealed that students demonstrated a better understanding of test designs than test demands, and that their understanding of the test significantly predicted their learning practices. Specifically, students' understanding of both test designs and test demands significantly predicted teaching-related learning and test preparation. However, understanding of test demands was found to be a stronger predictor of teaching-related learning and test preparation than understanding of test designs and was the only predictor of communicative learning. These findings have significant implications for students, teachers, and educational authorities, highlighting the need for targeted support and guidance to enhance students' understanding of high-stakes testing and its impact on learning behaviors.
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