How do high-stakes tests affect language teaching and learning?

I actually turn students away who want class with me for these tests. I feel as though when you are teaching for these tests, there is a very standardised way for teaching. It is not about learning a language for communication, it is learning to pass a test. And how does that actually help students?

High-stake tests are rarely in the learners best interest. Learners benefit more from formative assessment which the teacher can use to adapt or improve their teaching method.

In my experience, the best thing is that students will take ownership of their learning because there is a clear pathway. The organisations that run these tests frequently provide study resources and free events to support candidates. However, there is a dark side too when a student comes to you with a set of non-official test questions they've struggled with for the very good reason that the answers are wrong. There needs to be rigorous oversight and refusal to use such materials. A good workman uses good tools!

In a lot of these tests, there is specific vocabulary that is being looked for, so students practice using that again and again, rather then focusing on communication as a whole. Along with this, everything is done in a timed environment, so whether or not the student agrees with what they are saying, they are just talking to get a grade.

High-stake takes and promoting a communicative approach should not be at two opposite ends. Skills measured in these instruments are, in fact, ‘communicative’ as they measure students’ performance in tasks that either communicate ideas or focus on understanding them. The real problem lies on how these tests limit the understanding of being “communicative” and how educational institutions give more credit to high-stake tests than to skills like project-based skills, or collaborative tasks to promote deep learning. In the end, it all comes down to balancing out teaching programs to come to terms with tests and pedagogical purposes, which should never be seen as opposed or contradictory.

Learners will also only place importance on skills they will be tested on. For example, if there are no speaking tests, they will lack any motivation to improve their speaking and instead focus on what is coming in the next test. This also leads to lack of participation amongst learners in the classroom if they feel the teacher is not teaching something they will be tested on.

I agree with this. Often when students prepare for IELTS examinations they focus on specific vocabulary without really knowing how to use it correctly. This leads to them making unforced errors which in turn places additional stress on them. While these exams do have a place in the language acquisition process, perhaps it is time to rethink how they work. However, one strategy that has appeared to in the past is using 21st Century skills to help prepare these students. By focusing on collaboration, communication, creativity, and critical thinking skills we can help students effectively prepare for high stakes examinations in a way that does not place additional stress on them.

Premature use of exam papers in reading comprehension often leads to student frustration because of an inability to grasp the vocabulary. While this does foster incidental vocabulary acquisition, students can no longer think critically. I've noticed some diminishment in curiosity in the ideas expressed. To address this challenge, prioritise skill development and minimize early exposure to exam-specific questions.

Whilst high-stake tests are necessary, it should not be done too many times in a semester. High-stake summative tests are to give grades and cannot inform your teaching practice. Instead you can include various types of formative assessment which focus more on student development and increase intrinsic motivation.

The OET test encourages teachers to ask their students (healthcare professionals) why a given skill is important in practice. With writing referral and discharge letters, this is readily answered. Ditto for a consultation with a patient. However, many students find critical thinking and multiple-choice answers difficult in Reading (Part C). The skill of selecting the right answer from one of four options is just not something that they have a use for in daily life. However, strong analytical skills facilitate participation in a policy discussion or help someone appreciate another side of a debate. Remind students that critical thinking skills can empower them to become leaders.