Face validity and washback effects of the shortened PTE Academic: insights from teachers in Mainland China

Abstract

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency
test, underwent substantial revisions in 2021. The test duration was reduced
from 3 h to 2 h by reducing specific task numbers and sections. This study investigates
the impact of these changes on teachers’ perceptions and teaching practices, areas
previously underexplored in language assessment literature. It focuses on the implications
of the test’s modifications, examining the face validity and washback effects
through the lens of teachers in mainland China. Semi-structured interviews with four
experienced PTE Academic test trainers, who were familiar with both the original
and revised test formats, reveals that the revised PTE Academic is perceived to maintain
strong face validity, particularly noted in its academic authenticity, balanced
skill structure, and perceived result accuracy. Additionally, most teachers perceived
an increase in test difficulty. A mixed washback effect was observed: while improvements
in students’ language competence—a positive outcome—were noted, teachers
also reported a continued reliance on teaching test-oriented strategies for higher-scoring
tasks, indicating negative washback. This study highlights the significant implications
of reducing PTE Academic’s duration and offers targeted recommendations for its
future improvement. These suggestions aim to enhance students’ academic language
skills, thereby better aligning PTE Academic with the practical language abilities
required in university settings.

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Identifiers

ORCID for Ying Zheng: orcid.org/0000-0003-2574-0358

ORCID for Yi Zou: orcid.org/0000-0002-6368-7941

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