Abstract
Empirical research on washback and impact of tests (either positive or negative) on teaching and learning in the language assessment field has proliferated in approximately the last three decades since the publication of Alderson and Wall's (1993) seminal paper. The objective of this study is to explore the positive washback of the Scholastic Achievement Admission Test (SAAT) and the General Aptitude Test (GAT) from the perceptions of secondary school students in Saudi Arabia since this topic is underresearched in the literature. While the existing research has provided insight into the validity and reliability of these tests, we have a limited understanding of how these tests can positively impact the performance of students.
This study employed a qualitative methodology using case study as a research design. Data was collected from 103 participants through the means of semi-structured questionnaires and semi-structured interviews. To interpret the findings, a content analysis was carried out through NVivo software. The analysis revealed that the participants were positively impacted by the test. This influence was manifested in students' low pressure test-taking experiences, their successful honing of soft skills needed for future university study instead of reliance merely on indoctrination or the memorization of information and the feasibility of enrollment in universities because the Secondary School Certificate (SSC) is no longer the sole indicator of academic performance. This study concluded that students' scores increased due to the method of testing, test preparation and test retaking, which played key roles in promoting score gains and thus accentuating a positive washback.