The past decade has seen an emerging interest in mapping (aligning or linking) test scores to language proficiency levels of external performance scales or frameworks, such as the Common European Framework of Reference (CEFR), as well as locally developed frameworks, such as China's Standards of English Language Ability (CSE). Such alignment is ultimately a claim about the interpretation of test scores in relation to external levels of language proficiency. To support such a claim, established procedures should be carefully implemented and multiple sources of evidence should be collected. In this research report, we demonstrate the application of a series of steps in building an argument for aligning the scores of the TOEFL iBT® test, an international, large‐scale language proficiency test of English as a foreign language (EFL), to the levels of the CSE. The alignment process comprised the following steps: (a) establishing construct congruence between the TOEFL iBT test and the CSE; (b) establishing recommended minimum test scores (cut scores), set by local experts, to classify language learners into the local proficiency levels; (c) collection of scores by test takers (N = 1,326) and evaluations of the test takers' proficiency levels by their teachers, based on the local framework; and (d) consideration of the results of other alignment studies in the local context as well as the link between the CEFR and the CSE levels. We conclude with a discussion of the contextual issues that should be considered when interpreting test scores in relation to external proficiency levels. These contextual issues are important considerations because they have the potential to impact score‐based decisions on individuals and institutions. We also discuss the implications for similar alignment research.
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ETS Research Report Series ISSN 2330-8516 R E S E A R C H R E P O R T
The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC ® Tests as a Condition of Graduation
Ching-Ni HsiehEducational Testing Service, Princeton, NJ This study uses online surveys and phone interviews with Taiwanese college students to investigate their perceptions of using the TOEIC ® test scores to meet an English-language graduation requirement. Results indicate that students have positive views about the use of the TOEIC test scores for graduation and believe that preparing to take the test has a positive impact on their language proficiency and future employment prospects. The TOEIC test scores are also perceived favorably by the participants as having high levels of reliability and validity. The study provides empirical evidence to support the use of the TOEIC test as a high-stakes test for college exit requirement in Taiwan and has implications for similar test use in other countries
This study investigated a range of fluency, grammar, vocabulary, and content features of young language students’ speaking performances, using a discourse-analytic approach. In total, 179 test takers’ responses to the speaking section of the TOEFL Junior® Comprehensive test were selected for analysis. Mixed-design ANOVAs were used to compare 21 spoken discourse features across four proficiency levels and two task types (i.e., a picture narration task and an integrated listen/speak task). The discourse features largely differentiated test takers across proficiency levels. Task types showed some impact on measures of grammar, vocabulary, and content, but had no influence on features of fluency. Findings of the study have implications for the language development of young second and foreign language students and provide insights into language assessment task design for this population.
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