Establishing Predictive Validity of English Exit Test: Students' EET Performance and Academic Achievement

Abstract

Graduating students of UiTM are required to sit for English Exit Test (EET) whose objective is to gauge students’ English proficiency level and their readiness for the workplace. Since the test is administered before students finish their studies, it is important to examine if EET has a predictive validity in determining the academic performance of UiTM students. We use the students’ CGPA (Cumulative Grade Point Average) to gauge their academic performance and English language proficiency since English is used as a medium of instruction at UiTM. A four-part predictive validity study was conducted on the relationship between students’ EET performance and academic achievement. A sample of 1,436 students’ EET results and CGPA from various faculties were analysed based on the results from four semesters which were 2016/2, 2016/4, 2017/2 and 2017/4. The relationship among the scores were summarised with correlation coefficients and a series of one-way ANOVA tests were run to see if there were any significant mean differences in the scores based on faculties in a span of two years. The findings revealed that there were positive correlations between students’ EET results and their CGPA. Thus, it can be concluded that EET has the predictive validity for students’ academic achievement which is the CGPA. The present study also found that EET can be considered a good test as the results of EET could differentiate good students from weak ones. This was determined by running a series of One-way ANOVA tests. The results revealed that faculties whose students had high English proficiency level scored better in EET than those whose students who had low English proficiency level. Therefore, the findings indicate that EET has a potential in differentiating high English proficient students from low English proficient students for their language readiness in the workplace.

Professional communication competence in English for occupational purposes (EOP) courses: A systematic literature review and proposal of a framework

“…Is there anything else that can be done in universities to better prepare students to meet industry needs? The report in the Australian context by Erling (2015) noted the issue of using standardised language tests, as there seemed to be little evidence to suggest that they are valid and reliable instruments to measure employability even though some may predict academic achievement (Mohamad et al, 2020). This was echoed by a study conducted by Sarudin et al (2013) who found that some employers have considered developing their own in-house standard tests if convincing assurance to current English language standards is lacking, as also mentioned by Erling (2015).…”