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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 KSA AUA TOEIC

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


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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