This series provides insights on important topics in educational assessment and research. Follow our ETS researchers as they explain and discuss key issues in a conversational style.
Issue 13: Using Language Proficiency Standards to Interpret Test Scores
Does a test score of, let’s say, 70 mean that a nonnative English speaker is ready for a university where English is the primary language of instruction? How about participating in a business meeting conducted in English? Focus on ETS R&D talked to four ETS experts involved with research on how tests in the TOEFL® and TOEIC® families of English-language assessments align with curricula and educational standards, such as the Common European Framework of Reference (CEFR) and China’s Standards of English (CSE).
- Issue 1: The Good and the Bad of Game-Based Assessment
- Issue 2: Research to Support Reading for Understanding
- Issue 3: Teaching and Assessing Mathematics Using Learning Progressions
- Issue 4: Responding to the Opt-Out Movement
- Issue 5: ETS Researchers Look for Innovative Ways to Measure English Language Proficiency
- Issue 6: Looking Beyond High and Low Stakes
- Issue 7: Technology, Process Data and Fair Tests
- Issue 8: College Admissions: Is There a Better Way?
- Issue 9: Using Automated Systems to Evaluate Spoken English
- Issue 10: Measuring What Students Learn in College
- Issue 11: Applying Social Context to Psychometric Modeling in Educational Assessment
- Issue 12: Key Practices Intended to Help Students Acquire Skill Sets