The TOEIC® program offers benefits to test takers and score users and has a positive impact on the teaching and learning of English worldwide.
Evidence: We promote beneficial outcomes by:
- maintaining high professional standards
- using appropriate models of language proficiency to guide our test design
- providing effective support for both English teachers and learners
With the following papers we demonstrate these assertions.
Assessing English-Language Proficiency in All Four Language Domains: Is It Really Necessary?
This article examines and argues in favor of assessing English-language proficiency using a comprehensive four-skill assessment (i.e., listening, speaking, reading and writing) rather than just a select subset of those skills. Different use cases for TOEIC tests lead to the conclusion that in most cases, English-language proficiency is best evaluated using a comprehensive four-skill assessment.
The Case for a Comprehensive, Four-Skill Assessment of English-Language Proficiency
This paper explains how four-skill language testing is the best way to evaluate whether someone can communicate in English, and explains how this approach can:
- result in a fairer way of assessment for test takers
- improve the quality of test users' decisions
- create more positive impact for decision makers, teachers and learners
The Case of Taiwan: Perceptions of College Students about the Use of TOEIC® Tests to Graduate
This study examines test taker perceptions about the use of the TOEIC test as one of the college English-language exit tests of Taiwan's higher education institutions. The results suggest that the use of TOEIC test scores as a requirement for graduation has a positive impact on language learning. Such test use has also proven to be in line with the intended use of the TOEIC test: To prepare test takers to gain a competitive edge in the job market.