Abstract
This chapter explores the perceptions of English language teachers about their involvement in High-Stakes testing, offering insights into the role of teachers in the testing process. The aim is to examine how often they are engaged in the different stages of test preparation and discuss whether their involvement has an impact on this process and procedures. It also considers the implications of strategies of involving teachers as contributors to this process. To this end, English language teachers working at five different higher education institutions in Turkey participated in this study. The data was collected through a Likert scale to elicit information about their involvement in the testing preparation process and to examine the positive and negative washback effect of testing on their instructional practices.
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