This paper presents an approach to standard setting that combines the prototype group method (PGM; Eckes, 2012) with a receiver operating characteristic (ROC) analysis. The combined PGM-ROC approach is applied to setting cut scores on a placement test of English as a foreign language (EFL). To implement the PGM, experts first named learners whom…

Language programs need multiple test forms for secure administrations and effective placement decisions, but can they have confidence that scores on alternate test forms have the same meaning? In large-scale testing programs, various equating methods are available to ensure the comparability of forms. The choice of equating method is informed by…

In language programs, it is crucial to place incoming students into appropriate levels to ensure that course curriculum and materials are well targeted to their learning needs. Deciding how and where to set cutscores on placement tests is thus of central importance to programs, but previous studies in educational measurement disagree as to which…

Placement and screening tests serve important functions, not only with regard to placing learners at appropriate levels of language courses but also with a view to maximizing the effectiveness of administering test batteries. We examined two widely reported formats suitable for these purposes, the discrete decontextualized Yes/No vocabulary test…

Practitioners working closely with second language (L2) writers in the US recognize at least two types of L2 students: international (IL2) and Generation 1.5 (G1.5) students. Some argue that specific differences in each group's writing performance are evident (cf. Harklau, 2003; Reid, 2006); however, investigations into observable and measurable…

Reactions of Spanish and Italian teenagers to test items on English language ability placement tests were examined. C-tests were the most negatively rated, apparently because of the perceived difficulty of this type of test. No significant differences were observed between genders or between language groups. (Author/JL)

Three analysis procedures were used to study the dependability and validity of ESLPE, a criterion-referenced English-as-a-Second-Language placement test developed at the University of California at Los Angeles in 1989. Findings led to the suggestion that some students might have been differently placed if subtest scores were used for placement.(38…

Examines the validity of the cultural bias contention with respect to English aptitude tests by looking at test scores of Jewish and Arab students applying for admission to a college in Israel. Results show evidence for differential construct or predictive validity of test scores as a function of cultural group membership. (31 references)…