Summaries of Studies Involving the Test of English as a Foreign Language, 1963–1982

Hale, Gordon A.; Stansfield, Charles W.; Durán, Richard P.

doi:10.1002/j.2330-8516.1984.tb00043.x

Cited by 15 publications

(25 citation statements)

References 0 publications

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“…Unfortunately, predictive validity studies (Hale, Stansfield, & Duran, 1984;Black, 1991) have overall failed to show any clear relationship between language proficiency and academic success. The problems associated with such studies are summarized in Graham (1987) and relate to (a) the criterion for judging academic success, (b) limitations in the measures of English proficiency used, (c) the interpretation of any relationships found, and (d) the large number of uncontrolled variables involved in academic success.…”

Section: What Would Be the Ideal Evidence?mentioning

confidence: 99%

Problems in Developing an Alternative to the TOEFL

Brisay¹

1994

TESL

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An increasing number of programs and institutions have developed tests of is based involved four groups of examinees (totalling 250) who wrote both the Test of English as a Foreign Language (TOEFL) and the Canadian Test of English for Scholars and Trainees (CanTEST).An increasing number of Canadian postsecondary institutions have developed ESL proficiency tests designed to measure the language abilities demanded in an academic program (Des Brisay, Elson, Fox, & Ready, 1991). These testing initiatives have been motivated by a need for tests that are aligned with specific curricula, for tests that provide the diagnostic information required in program planning, for tests that provide the information necessary for program evaluation, or simply for tests that can be scheduled to meet administrative needs. In many cases it would be useful if scores from such tests could be used for admissions purposes in place of scores from such widely available international tests as the Test of English as a Foreign Language (TOEFL) or the International English Language Testing Service (IELTS). Otherwise, students may have to be tested twice, once to get the desired information and once to meet the requirements of a university admissions office. It follows, then, that test developers must be prepared to supply evidence supporting the use of scores from their tests for admissions purposes.

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Section: What Would Be the Ideal Evidence?mentioning

confidence: 99%

Problems in Developing an Alternative to the TOEFL

Brisay¹

1994

TESL

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“…The highest correlations were .74 for both the English Structure and the Writing Ability sections. A 1979 ETS study of the TOEFL by Pike (cited in Hale, Stansfield, & Duran, 1984) examined correlations between sections of the test with an essay test, a cloze test, and a rewriting test. This time stronger correlations (averaging .85) were found between the essay and the Writing Ability section of the test.…”

Section: The Toefl Test Of Written Englishmentioning

confidence: 99%

The TOEFL Test of Written English: Causes for Concern

Raimes

1990

TESOL Quarterly

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Owned and administered by the Educational Testing Service (ETS), the Test of English as a Foreign Language (TOEFL), taken by approximately 600,000 students a year, influences access to or exclusion from colleges and universities in North America. This article provides background information about the TOEFL and ETS; describes the development of ETS tests of composition for native speakers of English and of the most recent addition to the TOEFL testing program, the Test of Written English (TWE); and explores seven areas of concern with respect to the TWE: the comparability of topic types; the lack of topic choice; the lack of distinction between graduate and undergraduate students; the scoring system; the question of what the test measures; the question of whether both the TOEFL and the TWE are needed; and the backwash effect of the TWE, including the proliferation of coaching and test‐specific instructional materials. The article urges careful scrutiny of new developments in ETS testing as they affect our students, and ends with seven recommendations for action.

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“…Some of these ended up in publications, includingPowers and Stansfield (1983);Hale, Stansfield, and Duran (1984);Canale, Duran, Liskin-Gasparro, Penfield, and Stansfield (1985);Stansfield (1986b); andButler et al (1988). Downloaded by [University of California, San Diego] at 02:40 28 August 2015 INTERVIEW WITH CHARLES STANSFIELD…”

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confidence: 95%