This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Sinharay, S. Articles by Weng, V. Social Bookmarking                         What's this?

Appropriateness of the TOEIC® Bridge test for students in three countries of South America

Educational Testing Service, USA, SSinharay{at}ETS.ORG

Donald E. Powers

Educational Testing Service, USA

Ying Feng

CTB/McGraw Hill, USA

Luis Saldivia

Educational Testing Service, USA

Anthony Giunta

Educational Testing Service, USA

Annabelle Simpson

Educational Testing Service, USA

Vincent Weng

Educational Testing Service, USA

In order to facilitate the interpretation of test scores from the TOEIC^® Bridge as a measure of English language proficiency, one form of the test was administered to more than 6000 test takers in three South American c ountries — Colombia, Chile and Ecuador. The appropriateness of the TOEIC Bridge test as a measure of English language skill was evaluated using several approaches, such as factor analysis and computation of correla tions between the TOEIC Bridge scores and other measures like local English test scores, student self-assessment scores, and teacher ratings. The evidence collected was generally consistent with the interpretation of TOEIC Bridge scores as indicators of English language competencies for the students examined.

Key Words: Chile • Colombia • correlation • factor analysis • self-assessment • validity

Language Testing, Vol. 26, No. 4, 589-619 (2009)
DOI: 10.1177/0265532209340195


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?