A Critical Review of the Oxford Q-Skills Placement Test at a Saudi Arabian University

Abstract

There is a genuine need to ascertain Saudi Arabian university entrants’ English language abilities upon admission. In order to accurately determine the English language levels of students, this study evaluates the Q-Skills Placement Test (QSPT) designed by Oxford University through the most recent evaluative model in English for Speakers of Other Languages (ESOL); the Cambridge VRIPQ (2013) model. The data used to evaluate the efficacy and predictive power of the QSPT is obtained through both quantitative and qualitative approaches. Quantitatively, the QSPT results are statistically analyzed, whilst from a qualitative approach, interviews, and focus group discussions with teachers and students provide depth and insight. The strengths and weaknesses of the placement test are discussed here from a critical perspective with a view towards the improvement of the test. Although the test proved to be valid, it lacked the acknowledgement of the students’ context and was not able to discriminate accurately for students who scored less than 30% on the test.

Reliability and Validity of the Electronic English Placement Test (EPT) conducted by the Language Centre, Public Authority for Applied Education and Training

“…Most Arabic students, including Kuwaiti, face significant educational and linguistic hindrances due to the transition from Arabic medium to English at the university level. As a result of this transition, the first year is usually designed to equip high school graduates to succeed in their English medium instruction studies and become fluent communicators (Kadwa & Sheik 2021). The first step toward offering the new students suitable and successful language learning is placing them in a language placement test to identify their language levels.…”

The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University

“…Therefore, the tertiary year aims to prepare high school graduates to succeed in English studies and become fluent in communicative skills. Moreover, to face other entrance exams in the future for higher studies (Kadwa & Sheik, 2021).…”

“…However, by standardizing and rethinking admissions criteria and approaches for gauging the success of present and future admissions criteria, the study provides data that may be used to save resources like money, time, and effort. Kadwa and Sheik (2021) looked into the fundamental need to test the English skills of Saudi Arabian college applicants before letting them in. Jawhar et al (2021) said that the purpose of an exam has a lot to do with its validity.…”