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<p>The Vietnamese Standardized Test of English Proficiency (VSTEP) is a newly developed test in Vietnam and has been used for various high-stakes educational and professional purposes. Despite widespread public attention to it, there has been little research on it and its impact on relevant stakeholders. The current paper investigates VSTEP in the role of an English proficiency exit exam for tertiary students. Drawing on both washback and the emerging concept of washforward, this paper explores how VSTEP influences English teaching practices, and conversely, how English teaching practices affect VSTEP test development. The researchers employed a mixed-methods approach to collect data through surveys and interviews with 89 instructors, two curriculum developers, and six test developers across three institutions which are often recognized as flagships in Vietnam’s foreign language education. Findings show that VSTEP significantly influences curriculum design, material selection, assessment formats, and teaching methods, particularly in the final course (GE3) of general English programs. Instructors align their teaching content and methods with VSTEP requirements, often prioritizing test-oriented instruction over authentic language use. Concurrently, the study identifies some tendencies that are in line with the so-called washforward phenomenon: test developers, influenced by the exam’s widespread use as a graduation requirement, modify test items by simplifying language, selecting familiar themes, and favoring the lower ends of CEFR levels. These adaptations, which are not formally announced, reflect a shared understanding among item writers. This study argues for a co-constructive process of washback where test impact is a result of interaction between test use and test development. It also highlights the importance of aligning curriculum, assessment, and test design, and advocates for increased collaboration among educators, policymakers, and test developers to foster meaningful assessment practices in language education.</p>

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Washback, washforward, and the possibility of a co-constructive harmony of test use and test development

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月27日

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  • Thuy Lan Nguyen,
  • Thi Ngoc Quynh Nguyen

摘要

The Vietnamese Standardized Test of English Proficiency (VSTEP) is a newly developed test in Vietnam and has been used for various high-stakes educational and professional purposes. Despite widespread public attention to it, there has been little research on it and its impact on relevant stakeholders. The current paper investigates VSTEP in the role of an English proficiency exit exam for tertiary students. Drawing on both washback and the emerging concept of washforward, this paper explores how VSTEP influences English teaching practices, and conversely, how English teaching practices affect VSTEP test development. The researchers employed a mixed-methods approach to collect data through surveys and interviews with 89 instructors, two curriculum developers, and six test developers across three institutions which are often recognized as flagships in Vietnam’s foreign language education. Findings show that VSTEP significantly influences curriculum design, material selection, assessment formats, and teaching methods, particularly in the final course (GE3) of general English programs. Instructors align their teaching content and methods with VSTEP requirements, often prioritizing test-oriented instruction over authentic language use. Concurrently, the study identifies some tendencies that are in line with the so-called washforward phenomenon: test developers, influenced by the exam’s widespread use as a graduation requirement, modify test items by simplifying language, selecting familiar themes, and favoring the lower ends of CEFR levels. These adaptations, which are not formally announced, reflect a shared understanding among item writers. This study argues for a co-constructive process of washback where test impact is a result of interaction between test use and test development. It also highlights the importance of aligning curriculum, assessment, and test design, and advocates for increased collaboration among educators, policymakers, and test developers to foster meaningful assessment practices in language education.