Mapping the TOEFL iBT® Test Scores to China's Standards of English Language Ability: Implications for Score Interpretation and Use

Q3 Social Sciences ETS Research Report Series Pub Date : 2019-12-10 DOI:10.1002/ets2.12281
Spiros Papageorgiou, Sha Wu, Ching-Ni Hsieh, Richard J. Tannenbaum, Mengmeng Cheng
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引用次数: 11

Abstract

The past decade has seen an emerging interest in mapping (aligning or linking) test scores to language proficiency levels of external performance scales or frameworks, such as the Common European Framework of Reference (CEFR), as well as locally developed frameworks, such as China's Standards of English Language Ability (CSE). Such alignment is ultimately a claim about the interpretation of test scores in relation to external levels of language proficiency. To support such a claim, established procedures should be carefully implemented and multiple sources of evidence should be collected. In this research report, we demonstrate the application of a series of steps in building an argument for aligning the scores of the TOEFL iBT® test, an international, large-scale language proficiency test of English as a foreign language (EFL), to the levels of the CSE. The alignment process comprised the following steps: (a) establishing construct congruence between the TOEFL iBT test and the CSE; (b) establishing recommended minimum test scores (cut scores), set by local experts, to classify language learners into the local proficiency levels; (c) collection of scores by test takers (N = 1,326) and evaluations of the test takers' proficiency levels by their teachers, based on the local framework; and (d) consideration of the results of other alignment studies in the local context as well as the link between the CEFR and the CSE levels. We conclude with a discussion of the contextual issues that should be considered when interpreting test scores in relation to external proficiency levels. These contextual issues are important considerations because they have the potential to impact score-based decisions on individuals and institutions. We also discuss the implications for similar alignment research.

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TOEFL iBT®考试成绩与中国英语语言能力标准的对照:对成绩解释和使用的启示
在过去的十年里,人们对将考试成绩与外部表现尺度或框架(如欧洲共同参考框架(CEFR))以及本地开发的框架(如中国的英语语言能力标准(CSE))的语言能力水平进行映射(调整或联系)的兴趣日益浓厚。这种一致性最终是一种关于测试分数与语言熟练程度的外部水平之间关系的解释的主张。为了支持这样的主张,应仔细执行既定程序,并收集多种证据来源。在这份研究报告中,我们展示了一系列步骤的应用,以建立一个关于将托福iBT®考试的分数与CSE水平保持一致的论点。托福iBT®考试是一项国际性的、大规模的英语作为外语(EFL)的语言能力测试。对齐过程包括以下步骤:(a)在托福网考和CSE之间建立结构一致性;(b)设立由本地专家设定的建议最低考试分数(削减分数),将语言学习者划分为本地熟练程度;(c)收集考生的成绩(N = 1,326),并根据当地的框架,由他们的老师评估考生的熟练程度;及(d)考虑本地环境下其他比对研究的结果,以及综合环境评估与综合环境评估水平之间的联系。最后,我们讨论了在解释考试成绩与外部熟练程度的关系时应该考虑的上下文问题。这些背景问题是重要的考虑因素,因为它们有可能影响个人和机构基于分数的决策。我们还讨论了对类似对齐研究的启示。
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来源期刊
ETS Research Report Series
ETS Research Report Series Social Sciences-Education
CiteScore
1.20
自引率
0.00%
发文量
17
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