The purpose of this study is to propose a way of generating beneficial washback effect by using high-stakes testing from a perspective of educational psychology. As can be seen in recent educational climate in Japan, it is required that high school students make the best use of language tests, such as EIKEN, GTEC, TEAP, TOEFL, IELTS, Cambridge English Exam, in order to improve four-skill English proficiency. Although this educational reform has been criticized due to its aggressive performance, there has been little discussion on how to induce its beneficial washback effect while reducing negative one. Therefore, it is necessary not only to argue the flaws of the reform, but also to seek the practical solution to the reform. In this paper, the recent standards-based educational reform efforts in Japan will be reviewed briefly. Next, the concept of washback and validity will be introduced to argue that washback effect should be considered as a consequential aspect of validity. Then, an effective way to induce beneficial washback effect will be discussed based on the previous studies on educational psychology. Specifically, by introducing the research on learners’ beliefs about tests, this study illustrates what kind of beliefs will lead to generating beneficial washback effect. Lastly, the practical implication of this study and the need for future research will be discussed.