Sadegh Ghaffary - Department of Education, Zanjan, Iran

The washback effect of tests on teaching and learning has attracted the researchers attention overrecent years; however, only a limited number of research studies have been undertaken toinvestigate its effect on learning and learners. The recognized washback effect is the subject ofthis study with close scrutiny and focus on the influence of test type dichotomy (discrete-point testsversus integrative tests) on the degree of content retention in learner s memory. The present studyinvestigated the untouched latent corner of washback regarding test type influence on retentionin knowledge tests. The total participants in this study were 78 junior students selected from onehundred psychology students attending summer courses in three Islamic Azad universities inZanjan, Abhar and Mianeh. The appropriate method adopted in conducting the research wasquasi-experimental using pretest and posttest design. Based on data analysis, the study suggeststhat participants favour integrative tests more than discrete-point ones due to the former’sproviding more clues. On the other hand, it suggests that integrative tests are more powerfulregarding degree of retention. A reading strategy questionnaire was also distributed among theparticipants to see its effect. The results showed that strategy use had a significant effect onretention of content in both groups but there was no significant difference between two groups use of strategies. Also in this study it was proved that there was no significant interactionbetween method of testing and strategy use. The findings will be applicable in most languagelearning centers, universities, and schools to facilitate retention.

washback effect, discrete-point test, integrative test, retention, knowledge test