Open AccessStakeholders' Beliefs About the TOEFL iBT ® Test as a Measure of Academic Language Ability
Author(s) -
Malone Margaret E.,
Montee Megan
Publication year - 2014
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/ets2.12039
Subject(s) - test of english as a foreign language , test (biology) , argument (complex analysis) , construct (python library) , psychology , mathematics education , construct validity , test validity , test preparation , measure (data warehouse) , interpretation (philosophy) , language assessment , computer science , psychometrics , programming language , developmental psychology , engineering , paleontology , biochemistry , chemistry , manufacturing engineering , database , biology
The TOEFL iBT ® test presents test takers with tasks meant to simulate the tasks required of students in English‐medium universities. Research establishing the validity argument for the test provides evidence for score interpretation and the use of the test for university admissions and placement. Now that the test has been operational for several years, additional evidence is needed to support the validity argument, as well as to identify directions for future research or changes to the test. To address this need, this study examines the extent to which students, instructors, and university administrators understand and agree with the construct of academic language underlying TOEFL iBT tasks.