Making the Case for the Quality and Use of a New Language Proficiency Assessment: Validity Argument for the Redesigned <scp><i>TOEIC Bridge</i></scp>® Tests

Schmidgall, Jonathan; Cid, Jaime A.; Grissom, Elizabeth Carter; Li, Lucy

doi:10.1002/ets2.12335

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…It is an important source of data that shapes research interests in language instruction. The objectives and purposes of language assessment, according to Schmidgall et al [16], can be categorized into two groups: assessing the test-taker's abilities and forming conclusions about them for the purposes of placement, grading, or selection. Stakeholders and researchers are paying attention to it because it is essential to education.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

Alanezi,

Alenezi

2024

IJLL

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The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.

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Section: Literature Reviewmentioning

confidence: 99%

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

Alanezi,

Alenezi

2024

IJLL

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“…The test has been carefully designed and validated to assess language skills that are relevant and applicable in professional settings. [17] rigorous test development processes, including pilot testing and statistical analyses, have been employed to establish the test's reliability and ensure consistency in scoring across test administrations [18].…”

Section: The Toeic Assessment As a Measure Of English Language Profic...mentioning

confidence: 99%

Assessing the Impact of English Language Skills and TOEIC Performance on Career Development

Prasetya

2023

scripta

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This study investigates the impact of English language skills, as assessed by TOEIC (Test of English for International Communication) performance, on career development and the transition to professionalism and understanding how individuals with varying levels of English language proficiency face specific challenges and how these challenges impact their career trajectories. The study utilized and approached mixed methods, combining quantitative analysis of TOEIC scores and career development indicators and qualitative analysis of challenges individuals face. The sample comprised 75 participants from diverse professional backgrounds, representing a range of English language proficiency levels. The sample averaged 720 TOEIC points, indicating moderate English proficiency. Career progression markers included skill acquisition or credentials (1.3), greater responsibility (3.9), and broader job scope (3.7). Ethical behavior, effective communication, leadership, problem-solving, adaptability, and devotion to continual learning were above 4 in the transition to professionalism, indicating a positive trend. As judged by TOEIC scores (r = 0.8, p < 0.05, 0.525, p 0.001), English language skills were strongly connected with work promotions, pay increases, and job satisfaction. These findings suggest that TOEIC performance affects professional advancement. The thematic study revealed language barriers, global resources, professional networks, and cross-cultural collaboration.

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Investigating Fairness Claims for a General‐Purposes Assessment of English Proficiency for the International Workplace: Do Full‐Time Employees Have an Unfair Advantage Over Full‐Time Students?

Schmidgall,

Huo,

Cid

et al. 2024

ETS Research Report Series

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The principle of fairness in testing traditionally involves an assertion about the absence of bias, or that measurement should be impartial (i.e., not provide an unfair advantage or disadvantage), across groups of test takers. In more general‐purposes language testing, a test taker's background knowledge is not typically considered relevant to the measurement of language proficiency; consequently, if there are systematic differences in background knowledge between groups of test takers this background knowledge should not provide an unfair advantage or disadvantage. As a general‐purposes assessment of English for everyday life and the international workplace, the TOEIC® Listening and Reading test is designed to assess the listening and reading comprehension skills of second language (L2) users of English. In this study, we investigated whether a group of test takers with more workplace experience (full‐time employees) have an unfair advantage over test takers with less workplace experience (full‐time students). We conducted DIF analysis using nine forms of the test (1,800 items) and flagged 18 items (1.0%) for statistical differential functioning. An expert panel reviewed the items and concluded that none of the items could be clearly identified as biased in favor of employed (or student) test takers. Follow‐up analyses using score equity assessment found that test scores do not unfairly advantage fulltime employed (versus student) test takers. Finally, we performed a content review using two expert panels that led to examples of how workplace‐oriented content is incorporated into test items without disadvantaging full‐time students (versus full‐time employees). The results of these analyses provide support for claims about the impartiality (or fairness) of TOEIC Listening and Reading test scores for postsecondary test takers and add to current research on the role of background knowledge and fairness for more general‐purposes language assessments.

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Making the Case for the Quality and Use of a New Language Proficiency Assessment: Validity Argument for the Redesigned TOEIC Bridge® Tests

Cited by 4 publications

References 20 publications

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

Assessing the Impact of English Language Skills and TOEIC Performance on Career Development

Investigating Fairness Claims for a General‐Purposes Assessment of English Proficiency for the International Workplace: Do Full‐Time Employees Have an Unfair Advantage Over Full‐Time Students?

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