Using the English GSAT for placement into EFL classes: accuracy and validity concerns

Abstract

The English General Scholastic Ability Test (GSAT), a nationwide high-stakes college entrance exam in Taiwan, has commonly served as a placement test for streaming college freshmen into EFL classes. There has, however, been scant research reported on the feasibility of using an admission test for EFL placement. This study aims to investigate the accuracy and validity of placement decisions being made using the English GSAT scores, with a focus on its relations with the General English Proficiency Test (GEPT) and students’ subsequent performance in class. Quantitative data, including the English GSAT scores, the GEPT High-Intermediate Listening and Reading scores, and the English final course grades, were collected and statistically analyzed from four EFL classes with a total of 100 students at a university in Taiwan. The English GSAT was found to function well to place students into distinctively lower or higher level of EFL classes but did not discriminate well for the borderline cohort. A three-level placement using the English GSAT appeared to be a better differentiation between each proficiency cluster. High achievers in the English GSAT appeared to perform better on the GEPT listening and reading tests than did low achievers. Yet, apart from the GEPT reading test, the English GSAT yielded weak predictive power of student course attainment, which seemingly varied across classes, hinging on course designs and grading policies. Implications drawn from the results of the investigation were further discussed.

Comparing TOEFL and teacher’s assessment scores in measuring student’s English skills

“…The use of standardized tests an initial English test is also mentioned in Ma and Chong (2022) and Liao(2022). In Ma and Chong (2022) IELTS was used to determine whether students are eligible to continue studying at the EMI programme or not.…”

“…In Ma and Chong (2022) IELTS was used to determine whether students are eligible to continue studying at the EMI programme or not. In Liao(2022), SAT was employed to place students into EFL class which is not the case of the current study. Here, TOEFL is used mainly to inform the teacher and students regarding student's level of proficiency.…”

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

“…The test result should reflect that students' English ability is equivalent to or greater than CEFR levels (Hernandez-Nanclares & Jimenez-Munoz, 2017;Yao, 2020). Placement tests' main objective is to assess students' language proficiency and place homogeneous language-ability students in the proper classes or sections of language courses (Brown, 1989;Sohn & Shin, 2007;Massler et al, 2014;Long et al, 2018;Ockey & Gokturk, 2019;Ghanbari, & Abdolrezapour, 2020;Chapelle, & Voss, 2021;Liao, 2022;.…”

“…According to Weiping (2016) and Liao (2022), placement exams may be divided into two types: tests that are based on language courses and proficiency tests. Since the primary goal of a placement test is to put a student in a suitable class (Sen et al, 2012;Saxon & Morante, 2014;Liao, 2022), it is essential to look at how well it does that by looking at how reliable and valid placement decisions based on test scores are (Brookhart, 2003;Brown, 2004).…”