The TOEFL CBT (Computer-based test)

Abstract

Test purpose: 'to evaluate the English pro ciency of people whose native language is not English' (Educational Testing Service [ETS], 2000a: 4) Primary uses: As part of the standard admissions procedure for nonnative speakers of English seeking admission to undergraduate and postgraduate programmes in colleges and universities where English is the language of instruction (in Canada and the USA); evaluation of language pro ciency by government agencies, scholarship programmes, and licensing and certi cation agencies (ETS, 2001a). Administration: On-going throughout the year at permanent centres worldwide and on scheduled dates at mobile or temporary centres. The test is not available in China or in most of Africa. Test delivery is primarily on desktop computers that are locally networked; laptops are used for over ow testing. ETS and its co-administration agency, Prometric, have responsibility for the security of each administration. Registration: Appointments are taken daily by fax and telephone. Walk-in appointments can also be arranged on a rst come, rst served basis after scheduled test-takers. Retake is permitted after a month. Scores: After completing all sections on the test, test-takers' unofcial scores are displayed. These comprise scores for the Listening and Reading sections plus (because the essay will not have been rated) a score range for the Structure/Writing section. At this point, test-takers have the option of cancelling or submitting their scores. If they decide to submit them, their essay will be rated and they will receive an of cial score report. If they opt to cancel their scores, no further action will be taken. Cancelled scores cannot be re-instated and the test-taking fee will not be refunded. Scoring procedure: Three section scores and a total score are reported. The Listening and Structure sections are computer-adaptive and the Reading section of the test is linear. This means that scores are based on test-takers' performance on the items presented and that

Critical Research on the Pedagogical, Individual, and Social Impact of the Toefl PBT Introduction as a Testing Instrument

“…The Impact of PBT TOEFL test on teaching English Anderson and Hamp-Lyons (1996) and Banerjee (2003) are three researchers among those who have found the negative impacts of TOEFL PBT in their classroom investigation. These findings demonstrate that teachers tend to teach the test to students.…”

The Development of Integrative Assessment Model for the Subject of Bahasa Indonesia in Senior High School Students

“…The characteristic of UKBI test is planning a test that focuses on the use of Indonesian in the realm not in the area of language use. In contrast to the TOEFL test, the test design refers to the use of English in North America (Banerjee et al, 2003). The composition of the material about those two kinds of tests is almost identical although the approach to testing communicative language is very different.…”

The Construct of Reading and Its Operationalization in the Internet-Based Test of English As a Foreign Language

“…In some cases, the topic covered by a passage may be totally unfamiliar to test takers, but this is of little importance as the passage contains all the information needed to answer the question. The Reading section is linear, not computer-adaptive, unlike the previous, computer-based test (for review see Banerjee 2003), and allows for a full range of abilities to be measured. This also means that test takers can go back and forth and change their answers, or they can select the Overview tool on their Toolbar (Milanović 2010: 20) to check if all questions have been attempted before submitting their response.…”