The Test of English for International Communication

(TOEIC): necessity, proficiency levels, test score utilization

and accuracy.

Author: Paul Moritoshi

Group 1林佳佩 (Alice)郭晨亞 (Yaco)

林祉含 (Iris)黃俐雯 (Ruby)

1. Introduction

Whether the test is necessary in principle and/or practice is approached from 3 perspectives.

Since it relates to the workplace context, what should be the required proficiency level for any given work position?

Do test-users apply policy relating to these required proficiency levels consistently, or do other factors intervene? If so, what are those other considerations?

How accurate a test is it, not only in terms of its validity and reliability but also with respect to its fairness?

2. Background and overview

Developed by the Educational Testing Service (ETS)

The test uses a multiple-choice format and includes two sections, listening and reading, and takes about two hours.

Establish: 1979

This study: 2001

New TOEIC: 2008

(Speaking & Writing)

3. NecessityThe author talked about the

test’s necessity by examining 3 perspectives:

★those of the skeptic,

★the test-user and

★the test-taker,

2.1 A Skeptic's View

A skeptic might argue that the test is unnecessary.

Because they think that the test’s managers’ only motivation for providing the test is to make a profit.

3.2 The Test-users’ Standpoint

Corporate use

Test-user: Language

education

The test-users might think that the test is necessary because:

3.2.1 Corporate Use

For the purpose of hiring

Determining placement within English language-training programs

Companies recognize that English language proficiency is central to their success in the international marketplace

3.2.2 Language Education

The four purposes:

(1) Placement testing.

(2) End-of-course assessment.

(3) Pre-/post-testing.

(4) Helping students to find suitable employment.

Therefore, it is also necessary for the test-takers.

3.3 Necessity from the test-taker’s standpoint

(1) Verify your current level of English proficiency.

(2) Qualify for a new position or promotion in your company.

(3) Enhance your professional credentials.

(4) Set your own learning goals

(5) Monitor your progress in English

4. Proficiency levels

The Educational Testing Service (1997) provides an advisory proficiency scale.

When deciding proficiency levels for a particular position, 52.5% of the 758 companies use this scale as the basis for setting English proficiency standards.

Proficiency ScaleEnglish proficiency has been close

to native speakers

Communicate appropriately in most situations

Sufficient knowledge for daily activities and conducting business within certain limits

Use the minimum level of communication in an ordinary conversation

Not able to communicate adequately

860-990

730-859

470-729

220-469

0-219

5. Consistent Application of Proficiency Levels

Except for making admission or personal decisions, professional and social consideration are also important.

6. Accuracy

6. Accuracy

6.1 Validity

6.2 Reliability

6.3 Fairness

6.1.2 Face

6.1.1 Construct

6.1.3 Criterion-related

6.1.4 Content

Concurrent

Predictive

6.1.1 Construct validity

A measurement that reflects the model of tests

The abilities that testers need to possess in order to handle the items of target language.

6.1.2 Face validity

The listening and reading parts of TOEIC tests listening and reading ability, so it has face validity.

There are no speaking and writing parts of TOEIC in 2001. Therefore, it does not have face validity.

Face ˇ ˇ X X

Validity Listening Reading Speaking Writing

6.1.3 Criterion-related validity-1

Validity Listening Reading Speaking Writing

Criterion ˇ ˇ X X

6.1.3 Criterion-related validity-2

(Concurrent)

(Predictive)

XNo

evidence

XNo

evidence

ˇNo

evidence

XNo

evidence

Validity Listening Reading Speaking Writing

Construct X X X X

Validity Listening Reading Speaking Writing

Construct X X X X

Face ˇ ˇ X X

Criterion-related

(Concurrent)

(Predictive)

ˇXNo

evidence

ˇXNo

evidence

XˇNo

evidence

XXNo

evidence

Content ˇ ˇ X X

6.1.4 Content validity

1. If all other variables remained constant, would examinees re-taking the same test obtain the same or similar scores?

The higher this estimate, expressed as a reliability coefficient of between 0-1, the more reliable the test.

2. Given that an individual's scores may vary slightly, how large is the score band within which his/her 'true score' will fall?

The smaller Standard Error of Measurement (SE) value, the closer test scores , the more reliable the test results are.

6.2 Reliability

6.2 Reliability

The reliability appears to be acceptably high because anything above 0.9 is considered “adequate for reporting and usage”.

6.3 Fairness

The TOEIC test is very careful to:

(1) Avoid language that is specific to U.S. English

(2) Avoid contexts that may be foreign to test-takers from some

cultures

(3) Ensure the balanced use of names from different nationalities

(4) Avoid the use of locations, people, or events that would be

known in only certain regions or countries.

(5) Avoid situations that are too specific to one occupational area

(6) Ensure that different cultures are adequately represented

◆ So the finished test undergoes a stringent “fairness review”.