We collected data through 2 teams of grantees of the TOEFL English-Language Researcher/Practitioner Grant Program. These grantee teams administered the TOEFL ITP tests to their students in university programs as pretests and posttests, before and after an extended instruction period. We compared the resulting scores of the pretest and posttest and observed statistically significant score gains. These results provide empirical evidence that can support the use of the TOEFL ITP test for monitoring student progress.
