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Ockey, Gary J.; Timpe-Laughlin, Veronika; Davis, Larry; Gu, Lin – ETS Research Report Series, 2019
The construct of oral ability is multifaceted, but due to technological and practical constraints, the majority of computer-delivered speaking assessments are designed to measure only certain aspects of this ability. Most notably, interactional competence, which we define as the ability to actively structure dialogic speech in real time, is often…
Descriptors: Computer Assisted Testing, Speech Skills, Interpersonal Competence, Videoconferencing
Rupp, André A.; Casabianca, Jodi M.; Krüger, Maleika; Keller, Stefan; Köller, Olaf – ETS Research Report Series, 2019
In this research report, we describe the design and empirical findings for a large-scale study of essay writing ability with approximately 2,500 high school students in Germany and Switzerland on the basis of 2 tasks with 2 associated prompts, each from a standardized writing assessment whose scoring involved both human and automated components.…
Descriptors: Automation, Foreign Countries, English (Second Language), Language Tests
Yamamoto, Kentaro; He, Qiwei; Shin, Hyo Jeong; von Davier, Mattias – ETS Research Report Series, 2017
Approximately a third of the Programme for International Student Assessment (PISA) items in the core domains (math, reading, and science) are constructed-response items and require human coding (scoring). This process is time-consuming, expensive, and prone to error as often (a) humans code inconsistently, and (b) coding reliability in…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Papageorgiou, Spiros; Wu, Sha; Hsieh, Ching-Ni; Tannenbaum, Richard J.; Cheng, Mengmeng – ETS Research Report Series, 2019
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…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Computer Assisted Testing
Owen, Nathaniel; Shrestha, Prithvi N.; Hultgren, Anna Kristina – ETS Research Report Series, 2021
This project examined academic reading in two contrasting English as a medium of instruction (EMI) university settings in Nepal and Sweden and the unique challenges facing students who are studying in a language other than their primary language. The motivation for the project was to explore the role of high-stakes testing in EMI contexts and the…
Descriptors: English for Academic Purposes, Reading Tests, Language of Instruction, Computer Assisted Testing
Ramineni, Chaitanya; Williamson, David – ETS Research Report Series, 2018
Notable mean score differences for the "e-rater"® automated scoring engine and for humans for essays from certain demographic groups were observed for the "GRE"® General Test in use before the major revision of 2012, called rGRE. The use of e-rater as a check-score model with discrepancy thresholds prevented an adverse impact…
Descriptors: Scores, Computer Assisted Testing, Test Scoring Machines, Automation
Gray, Bethany; Geluso, Joe; Nguyen, Phuong – ETS Research Report Series, 2019
In the present study, we take a longitudinal, corpus-based perspective to investigate short-term (over 9 months) linguistic change in the language produced for the spoken and written sections of the "TOEFL iBT"® test by a group of English-as-a-foreign-language (EFL) learners in China. The goal of the study is to identify patterns that…
Descriptors: Grammar, Computer Assisted Testing, Phrase Structure, Language Proficiency
O'Dwyer, John; Kantarcioglu, Elif; Thomas, Carole – ETS Research Report Series, 2018
This study reports on an investigation of the predictive validity of the TOEFL iBT®test in an English-medium institution (EMI) in a non-target-language context, namely, Turkey. The relationship between TOEFL iBT scores and academic performance was explored in a cohort of 286 undergraduate students, as was the TOEFL iBT's relationship with an…
Descriptors: Predictive Validity, Computer Assisted Testing, Grade Point Average, Language of Instruction
Yu, Guoxing; He, Lianzhen; Rea-Dickins, Pauline; Kiely, Richard; Lu, Yanbin; Zhang, Jing; Zhang, Yan; Xu, Shasha; Fang, Lin – ETS Research Report Series, 2017
Language test preparation has often been studied within the consequential validity framework in relation to ethics, equity, fairness, and washback of assessment. The use of independent and integrated speaking tasks in the "TOEFL iBT"® test represents a significant development and innovation in assessing speaking ability in academic…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Oral Language
Naemi, Bobby; Seybert, Jacob; Robbins, Steven; Kyllonen, Patrick – ETS Research Report Series, 2014
This report introduces the "WorkFORCE"™ Assessment for Job Fit, a personality assessment utilizing the "FACETS"™ core capability, which is based on innovations in forced-choice assessment and computer adaptive testing. The instrument is derived from the fivefactor model (FFM) of personality and encompasses a broad spectrum of…
Descriptors: Personality Assessment, Personality Traits, Personality Measures, Test Validity
Barkaoui, Khaled – ETS Research Report Series, 2015
This study aimed to describe the writing activities that test takers engage in when responding to the writing tasks in the "TOEFL iBT"[superscript R] test and to examine the effects of task type and test-taker English language proficiency (ELP) and keyboarding skills on the frequency and distribution of these activities. Each of 22 test…
Descriptors: Second Language Learning, Language Tests, English (Second Language), Writing Instruction
Ling, Guangming; Powers, Donald E.; Adler, Rachel M. – ETS Research Report Series, 2014
One fundamental way to determine the validity of standardized English-language test scores is to investigate the extent to which they reflect anticipated learning effects in different English-language programs. In this study, we investigated the extent to which the "TOEFL iBT"® practice test reflects the learning effects of students at…
Descriptors: Language Tests, Second Language Learning, English (Second Language), Computer Assisted Testing
Zhang, Mo; Breyer, F. Jay; Lorenz, Florian – ETS Research Report Series, 2013
In this research, we investigated the suitability of implementing "e-rater"® automated essay scoring in a high-stakes large-scale English language testing program. We examined the effectiveness of generic scoring and 2 variants of prompt-based scoring approaches. Effectiveness was evaluated on a number of dimensions, including agreement…
Descriptors: Computer Assisted Testing, Computer Software, Scoring, Language Tests
Wall, Dianne; Horák, Tania – ETS Research Report Series, 2011
The aim of this report is to present the findings of the 3rd and 4th phases of a longitudinal study into the impact of changes in the TOEFL® exam on teaching in test preparation classrooms. Phase 1 (2003-2004) described the type of teaching taking place in 12 TOEFL preparation classrooms before the introduction of the new TOEFL. Phase 2…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Longitudinal Studies
Tannenbaum, Richard J.; Wylie, E. Caroline – ETS Research Report Series, 2008
The Common European Framework of Reference (CEFR) describes language proficiency in reading, writing, speaking, and listening on a 6-level scale. In this study, English-language experts from across Europe linked CEFR levels to scores on three tests: the TOEFL® iBT test, the TOEIC® assessment, and the TOEIC "Bridge"™ test.…
Descriptors: Language Tests, Second Language Learning, English (Second Language), Computer Assisted Testing
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