Research and Design

ETS has rigorously pursued ongoing research to ensure test quality for more than 40 years. Using a high-quality test means more accurate decisions about international applicants for your institution.

Our in-depth Classroom Needs Assessment identifies the skills students need to succeed in an academic environment. Only those tasks that demonstrate test takers’ academic English-language proficiency are included in the test.

We have issued more than 150 research reports to provide a strong research base to support our test design — so you can be sure you’re making an accurate decision about academic English-language proficiency.

Development and Analysis Process

• Creating test questions based on test specifications
• Administering questions
• Analyzing results
• Rejecting or revising questions
• Releasing test questions in a test form

Some of the Latest Studies Include:

1. Mary K. Enright, Joan M. Jamieson and Carol A. Chapelle (2007). Building a Validity Argument for the Test of English as a Foreign Language™ (Routledge Student Publications)
2. Bridgeman, B. (Forthcoming). Comparison of human and machine scores on the TOEFL iBT speaking test as indicators of communicative language proficiency
3. Sawaki, Y., & Nissan, S. (2009). Criterion-related validity of the TOEFL iBT® listening section (TOEFL iBT-08). Princeton, NJ: ETS
4. Wall, D., & Horák, T. (2006). The impact of changes in the TOEFL examination on teaching: Phase 1, The baseline study (TOEFL-MS-34). Princeton, NJ: ETS
5. Wall, D., & Horák, T. (2008). The impact of changes in the TOEFL® examination on teaching and learning in Central and Eastern Europe: Phase 2, Measuring change (TOEFL iBT-05). Princeton, NJ: ETS

See more studies.

ETS and the TOEFL® Board sponsor TOEFL grants and awards each year for work in foreign- and second-language research, teaching or assessment in international higher education. Find out more.

See also:

• TOEFL iBT® Research Insight Series