The predictive validity of IELTS scores: a meta-analysis

Gagen, Tomlin; Faez, Farahnaz

doi:10.1080/07294360.2023.2280700

Cited by 2 publications

(1 citation statement)

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“…Language testing experts recommend using tests that capture salient aspects of academic English in university admissions decisions (Chapelle, 2021;Knoch, 2021). The two most widely taken ELP tests used in US university admissions, TOEFL iBT and IELTS, both claim to measure academic English, and multiple meta-analyses over the past decade have shown that the scores from these academically-oriented TOEFL and IELTS exams have a small but meaningful relationship with university grade point average (GPA) (Abunawas, 2014;Gagen, 2019;Ihlenfeldt & Rios, 2022). For some other ELP tests, such as the DET, the genuine inclusion of academic English has been questioned by expert reviewers (e.g., Wagner, 2020).…”

Section: How Elp Tests Are Used In International Student Admissionsmentioning

confidence: 99%

Where the lines are drawn: English language proficiency tests in international student admissions at U.S. research-intensive universities

Coney,

Isbell

2024

Preprint

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Over one million international students are enrolled in higher education institutions in the U.S. To be admitted into one of these degree-granting institutions, many of these students must demonstrate sufficient English language proficiency (ELP) – often with a test score. Previous research on ELP tests has shed light on how scores correlate with academic success and how institutions make decisions about minimum required scores, but the extent to which U.S. institutions vary in their use of ELP tests in international admissions is not well understood. In this study, we examine ELP test policies across all U.S. research-intensive, doctoral-granting-degree institutions (Carnegie R1) for (a) general undergraduate admissions, (b) general graduate admissions, and (c) graduate admissions in three specific fields (applied linguistics, computer science, and business administration). Results show that 32 different ELP tests were being used for admissions. The most commonly accepted ELP tests were TOEFL iBT, IELTS Academic, Duolingo English Test, and Pearson Test of English Academic. A wide range of unconditional and conditional cut scores was found across institutions. Subscore requirements were not included in many admissions policies. Finally, institutions requiring higher TOEFL iBT cut scores tended to be more prestigious, selective, had larger proportions of enrolled international students and higher six-year graduation rate for international undergraduates.

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Section: How Elp Tests Are Used In International Student Admissionsmentioning

confidence: 99%

Where the lines are drawn: English language proficiency tests in international student admissions at U.S. research-intensive universities

Coney,

Isbell

2024

Preprint

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Face validity and washback effects of the shortened PTE Academic: insights from teachers in Mainland China

Wang,

Zheng,

Zou

2024

Lang Test Asia

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Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers’ perceptions and teaching practices, areas previously underexplored in language assessment literature. It focuses on the implications of the test’s modifications, examining the face validity and washback effects through the lens of teachers in mainland China. Semi-structured interviews with four experienced PTE Academic test trainers, who were familiar with both the original and revised test formats, reveals that the revised PTE Academic is perceived to maintain strong face validity, particularly noted in its academic authenticity, balanced skill structure, and perceived result accuracy. Additionally, most teachers perceived an increase in test difficulty. A mixed washback effect was observed: while improvements in students’ language competence—a positive outcome—were noted, teachers also reported a continued reliance on teaching test-oriented strategies for higher-scoring tasks, indicating negative washback. This study highlights the significant implications of reducing PTE Academic’s duration and offers targeted recommendations for its future improvement. These suggestions aim to enhance students’ academic language skills, thereby better aligning PTE Academic with the practical language abilities required in university settings.

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The predictive validity of IELTS scores: a meta-analysis

Cited by 2 publications

References 24 publications

Where the lines are drawn: English language proficiency tests in international student admissions at U.S. research-intensive universities

Where the lines are drawn: English language proficiency tests in international student admissions at U.S. research-intensive universities

Face validity and washback effects of the shortened PTE Academic: insights from teachers in Mainland China

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