Analyzing the washback effect of exit exam on the teaching and learning processes in law school at Wolaita Sodo University, Ethiopia

This study explored the washback effect of the exit examination on student learning outcomes and teaching at Wolaita Sodo University’s School of Law in Ethiopia, using an explanatory sequential mixed-method design. Data was collected from 39 students and 22 instructors through surveys, open-ended questionnaires, and five batches of students’ academic records (2019 to 2023). The findings show that exit examinations have a significant impact on teaching practices and student learning. Instructors responded to the exit exam by redesigning teaching approaches to align with exam contents. While this alignment promoted accountability, it also imposed pedagogical constraints and heightened stress, potentially narrowing the scope of legal education. The perceived high stakes of the exit exam influenced students’ motivation and engagement. There were two salient dimensions of perception uncovered through exploratory factor analysis: (1) policy awareness and academic engagement, and (2) exam utility and affective response. The exit exams shaped students’ learning priorities and affective responses to meet the requirements. Regression analysis also confirmed that Cumulative Grade Point Average was a strong predictor of performance in the licensure and exit examinations (β = 0.519 to 0.802, p < .01), underscoring the relationship between prior academic performance and success in exit examinations. The study concludes that while exit examinations foster academic focus and curriculum coherence, they also potentially limit instructional practice and foster stress. Wolaita Sodo University should balance curriculum and assessment implementation, preserve consistency between admission, teaching, and assessment systems, and protect instructional autonomy and teacher welfare.