Iowa State University’s English placement test of oral communication in times of COVID-19

Abstract

The COVID-19 pandemic pushed the Iowa State University administration to impose face coverings and other safety regulations across the university campus. To comply with these safety measures, several changes to the English Placement Test of Oral Communication (EPT OC) had to be made. This paper discusses how the EPT OC was adapted to comply with the safety regulations mandated by the university administration and best ensure the safety of students and raters. It also describes the different considerations that were made prior to implementing these adaptations, and our thoughts while administering and rating the test. The paper concludes with what might be learned from administering the OC test during the pandemic.

Implementation of the Hanyu Shuiping Kaoshi and its Home Edition During the Covid-19 Pandemic: A Survey of European Test Centres

“…Issues relating to the implementation of home editions began to be discussed in the academic literature after the commencement of the Covid-19 pandemic (e.g., Clark et al, 2021 ; Green & Lung, 2021 ; Muhammad & Ockey, 2021 ; Ockey, 2021 ; Ockey et al, 2021 ; Papageorgiou & Manna, 2020 ). As of spring 2022, although there were a number of published studies on home editions of language assessments, most of these studies focused on English language tests (e.g., Clark et al, 2021 ; Green & Lung, 2021 ; Muhammad & Ockey, 2021 ; Ockey, 2021 ; Ockey et al, 2021 ; Papageorgiou & Manna, 2020 ). Only one study has focused on both English and non-English language tests ( Isbell & Kremmel, 2020 ).…”

“…In addition, for the most part, the literature published thus far is made up of short papers, offering reflections on practical issues that faced test designers and test organizers at the beginning of the pandemic. Among these, Ockey et al (2021) and Green and Lung (2021) focused on issues relating to administering English tests during the pandemic in the U.S. and discussed various challenges facing administers in this regard. Ockey et al (2021) did not focus on home-based English tests but on the implementation of tests on campus during the pandemic.…”

“…Among these, Ockey et al (2021) and Green and Lung (2021) focused on issues relating to administering English tests during the pandemic in the U.S. and discussed various challenges facing administers in this regard. Ockey et al (2021) did not focus on home-based English tests but on the implementation of tests on campus during the pandemic. Green and Lung (2021) discussed their experiences of implementing home-based Englist tests.…”

“…However, several commentaries or reviews have focused on how the Covid-19 pandemic impacted on language tests and their implementation during the pandemic (e.g. Clark et al, 2021 ; Green & Lung, 2021 ; Isbell & Kremmel, 2020 ; Muhammad & Ockey, 2021 ; Ockey, 2021 ; Ockey et al, 2021 ; Papageorgiou & Manna, 2020 ). Among these, Papageorgiou and Manna (2020) commented on the impact of the pandemic on the implemenation of the Test of English as a Foreign Language (TOEFL) iBT Home Edition, the world’s foremost English-language test.…”

“…These include ensuring score compatibility of the online and offline versions and addressing security and technical issues. As many reviews and commentaries have already comprehensively addressed these issues (e.g., Clark et al, 2021 ; Green & Lung, 2021 ; Isbell & Kremmel, 2020 ; Muhammad & Ockey, 2021 ; Ockey, 2021 ; Ockey et al, 2021 ; Papageorgiou & Manna, 2020 ), we do not focus on these in the present paper. Instead, our focus is on the responses of the test centres to the HSK Home Edition and the myriad challenges that the home-based version of the test pose for test centres.…”