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Making the Case for the Quality and Use of a New Language Proficiency Assessment: Validity Argument for the Redesigned TOEIC Bridge Tests

Schmidgall, Jonathan; Cid, Jaime; Carter Grissom, Elizabeth; Li, Lucy
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ETS Research Report
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Assessment Design Assessment Use Argument (AUA) Bias Reduction English Language Proficiency Generalizability Knowledge Skills and Abilities (KSA) Listening Comprehension Rater Consistency Reading Comprehension Relevance (Education) Score Dependability Score Use Speaking Skills Stakeholders Test Administration Test Performance Test Scores Test-Taker Performance TOEIC Bridge Test Validity Argument Writing Ability


The redesigned TOEIC Bridge tests were designed to evaluate test takers’ English listening, reading, speaking, and writing skills in the context of everyday adult life. In this paper, we summarize the initial validity argument that supports the use of test scores for the purpose of selection, placement, and evaluation of a test taker’s English skills. The validity argument consists of four major claims that provide a coherent narrative about the measurement quality and intended uses of test scores. Each major claim in the validity argument is supported by more specific claims and a summary of supporting evidence. By considering the claims and supporting evidence presented in the validity argument, readers should be able to better evaluate whether the TOEIC Bridge tests are appropriate for their situation.

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