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Relating Scores on the TOEIC Bridge to Student Perceptions of Proficiency in English

Author(s):
Powers, Donald E.; Bravo, Gayle; Sinharay, Sandip; Valdivia, Luis E.; Simpson, Annabelle G.; Weng, Vincent Z.
Publication Year:
2008
Report Number:
RM-08-02
Source:
ETS Research Memorandum
Document Type:
Report
Page Count:
9
Subject/Key Words:
Common European Framework (CEF) of References for Languages English Language Proficiency Test (ELPT) Test of English for International Communication (TOEIC) TOEIC Bridge Test

Abstract

SUMMARY: This study investigated the relationship between TOEIC Bridge scores and students' evaluations of their own English-language proficiency. The TOEIC Bridge test scores were found to be correlated with self-reported reading and listening skills, providing evidence that TOEIC Bridge test scores are valid or meaningful indicators of English-language reading and listening proficiency. ABSTRACT: To facilitate the interpretation of test scores from the TOEIC Bridge® as a measure of English language proficiency, we administered the test to several thousand test takers in Chile and Ecuador, along with a self-assessment inventory to gather examinees’ perceptions of their ability to perform a variety of everyday English language tasks. TOEIC Bridge scores related moderately to test taker self-reports for both reading and listening. The trustworthiness of the self-reports as a validity criterion was supported by (a) their high degree of internal consistency reliability, (b) their moderately strong test-retest correlations for readministered items, and (c) their correspondence with language tasks representing selected levels of the Common European Framework (CEF) of Reference for Languages.

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