Abstract:
The study sought to examine the perceived washback effects of High-stakes test on teaching and learning in the eastern region of Ghana. The descriptive survey design was adopted for the study. Purposive and disproportionate stratified sampling techniques were adopted for the study. A total of 218 business teachers and 380 business students were used for the study. A 44-item Questionnaire and 30-item questionnaire were used to collect data from teachers and students respectively. Frequencies, percentages, means, standard deviations and MANOVA were the statistical tools used for the analysis. Findings from the study revealed both teachers and students held negative perception of WASSCE. Again, the study found out that test preparation activities have dominated teachers‘ classroom practices. It was also identified that teachers and students relied on test-oriented materials and commercially produced textbooks flooded with WASSCE past questions. Again, the study found out that WASSCE had encouraged teachers to teach more and also, being innovative in the classroom. Again, the study revealed there was no statistically significant difference in the washback effects of WASSCE among SHS1, SHS2 and SHS 3 students. It was concluded that WASSCE as a high-stakes test influences teaching and learning intended and unintended at the senior high school. It was therefore recommended that WAEC should consider other forms of testing to promote positive or beneficial washback effect on teaching and learning. Also, Ghana Education Service and heads of institutions should provide in-service and staff development trainings for teachers on the effect on accountability pressure to minimize the pressure on teachers to increase test scores which may lead to narrowing the curriculum
