Washback Effect of Standardized High-Stakes Tests on Academic Achievement in English Lesson: A Study on High School Entrance Exam in Türkiye

Key findings from this study

• The study found that students' average English test scores declined by approximately 8.7 points between initial assessment and delayed retest four years later.
• The researchers demonstrate that the YKS examination system produces strong negative washback effects on English language achievement and maintenance.
• The authors report statistically significant performance deficits across all school types and student performance subgroups without exception.

Overview

Washback effects of high-stakes standardized tests influence teaching, learning, and academic achievement across educational systems. This research examines negative and positive washback from the Turkish High School Entrance Exam (LGS) and its successor, the YKS system. The study measured English achievement deterioration among students retested four years after their initial LGS examination.

Methods and approach

Relational survey research design examined 806 high school students (416 female, 390 male). Researchers compared participants' June 2020 LGS English section scores with identical test questions administered four years later. Analysis stratified results by school type and baseline LGS performance levels.

Results

Students' mean English scores declined significantly from 48.01 out of 100 on the initial LGS to 39.31 on the delayed retest. Statistically significant differences favoring initial performance emerged in comparisons across both school types and performance subgroups. The achievement gap persisted regardless of baseline LGS performance classification or institutional context, demonstrating consistent longitudinal decline across the student population.

The researchers attribute the sustained performance deficit to negative washback from the YKS examination system. The YKS structure and content priorities shifted focus away from sustained English language development. Over four years, students' English proficiency eroded despite prior exposure to standardized assessment formats and test-preparation practices.

Implications

High-stakes examination systems exert demonstrable negative washback on long-term subject mastery beyond the immediate test period. The YKS framework's content emphasis and assessment priorities appear misaligned with sustained English language competency development. Policymakers require evidence-based redesign of examination systems to prevent achievement deterioration and promote durable academic gains across secondary and tertiary education transitions.

Curriculum and pedagogical practices warrant restructuring to counteract washback effects that narrow instructional focus. Sustained language development necessitates assessment systems aligned with comprehensive skill maintenance rather than short-term test performance optimization.

Scope and limitations

This summary is based on the study abstract and available metadata. It does not include a full analysis of the complete paper, supplementary materials, or underlying datasets unless explicitly stated. Findings should be interpreted in the context of the original publication.