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Theories and models of washback

Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Open access

Abstract

This chapter traces the evolution of theoretical models for researching washback in language assessment. It provides an overview of developments in washback studies from initial theory-building to increasingly sophisticated models, reflecting a growing understanding of the complexity of washback and its importance in assessment design and evaluation. It begins with Alderson and Wall’s fundamental question, prompted by growing interest in assessment consequences in the 1980s, ‘does washback exist?’. Early calls to address educational impacts as an aspect of validity came from Frederiksen and Collins, and Morrow. Subsequent models have been developed to guide washback research and by a concern to achieve ‘washback by design’. Wall explored washback through innovation theory, while others built on Hughes’ participants-processes-products framework. Among others, Bailey, Watanabe, Cheng, and Green further elaborated these concepts. More recent work tends to model washback within specific contexts, emphasising its situatedness and complexity. This chapter integrates innovation and motivation theories, evaluates progress, and predicts future directions for washback theory.

Publication Information

Output type

Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Host publication Subtitle

Fundamentals and Contexts

Original language

English

Pages from-to (Number of pages)

Pages 26-39 (14 pages)

Publication milestones

  • Published - 13/08/2025

Publication status

Published - 13/08/2025

Publisher

Taylor & Francis, Australia, United States, United Kingdom, Sweden, Singapore

ISBN (Print)

9781032751016

ISBN (Electronic)

9781040400029

Publication IDs

  • handle.net: 10547/626817
  • Scopus: 105016285833

Host publication title

Washback Research in Language Assessment: Fundamentals and Contexts

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