The Washback of Midterm Examination on First-Year Students’ Perception Regarding the Final Exam

Zirak Haseeb Chicho, Kanar and Hassan Hussein, Soma (2022) The Washback of Midterm Examination on First-Year Students’ Perception Regarding the Final Exam. International Journal of Social Sciences & Educational Studies, 9 (2).

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Abstract

The examinations are an essential part of the education system. Therefore, the importance of examinations cannot be dismissed. However, assessments and evaluations affect the program of the study, students, and teachers. These effects cause different types of washback which has been defined as the impact of testing and evaluation on both students and teachers. The negative washback from the examination makes the students study to pass the exams rather than learn the class objectives. On the other hand, positive washback motivates the students to work harder and learn. This study investigates the washback of midterm exams on students’ perception regarding the final exam. A mixed method has been used for conducting this research project. A survey and an interview have been implemented for the data collection. The data have been collected from 108 first-year students in the Departments of English Language Teaching (ELT), Biology Education, Computer Education, Physics Education, and Mathematics Education department in Tishk International University Erbil, Kurdistan. In brief, the examinations determine the type of washback that the students have after exams, either positive or negative. The results showed a positive washback.

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