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Setting Standards on the TOEIC Listening and Reading Test and the TOEIC Speaking and WritingTests: A Recommended Procedure TOEIC ELA EFL ESL

Tannenbaum, Richard J.
Publication Year:
Powers, Donald E. (ed.) The Research Foundation for the TOEIC Tests: A Compendium of Studies: Volume II. Princeton, NJ: Educational Testing Service, Sep 2013, p8.1-8.12
Document Type:
Page Count:
Subject/Key Words:
Four-Skills Assessment of English Language Proficiency, English Language Assessment (ELA), Test of English for International Communication (TOEIC), English Language Skills, Test Scores, Cut Scores, Workforce Assessment, Reading Skills, Listening Skills, Speaking Skills, Writing Skills, English as a Foreign Language (EFL), English as a Second Language (ESL), Test-Taker Performance


SUMMARY: Employers often use TOEIC test scores as one source of information to make a number of decisions. These include: ◾recruitment of new employees ◾movement of current employees into jobs that require English-language skills ◾placement of employees into English-language training programs For example, an organization may wish to transfer an employee into a position that requires extensive English listening and speaking, such as attending meetings conducted in English. To make sound decisions, the organization will need to know: ◾what levels of English listening and speaking skills are needed ◾how to determine what TOEIC test score or scores correspond to these proficiency levels This report is a guide that provides in step-by-step fashion a method of identifying the TOEIC test scores needed to support these types of decisions. The basic process outlined in this document is referred to as standard setting, and the specific approach recommended is typically referred to as contrasting groups. This document leads decision makers through the steps to conduct their own "standard-setting study," which ◾allows them to set cut scores that correspond to each decision category ◾ensures that their use of the TOEIC tests is appropriate and tailored to their specific needs so they can make the right decision ◾and consequently promotes a positive impact of TOEIC test use

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