Abstract
There is some hypothetical evidence to suggest that tests have washback effects on teaching and learning. The extensive use of test scores for various educational purposes has made the effect of washback a distinctive educational phenomena. This paper starts with the nature of language testing and its washback effect in classroom assessment, then further discusses some teaching and learning aspects influenced by it, the different stages of washback effect, and the types of washback effects observed. Preliminary research results here indicate that the different types and items of language tests language teachers employ are quite relevant to test scores, and may bring about changes in teaching and learning strategies.
