Using the English GSAT for Placement into EFL Classes: Accuracy and Validity Concerns

Autor/in	Liao, Yen-Fen
Titel	Using the English GSAT for Placement into EFL Classes: Accuracy and Validity Concerns
Quelle	In: Language Testing in Asia, 12 (2022), Artikel 31 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liao, Yen-Fen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-022-00181-6
Schlagwörter	Foreign Countries; College Entrance Examinations; High Stakes Tests; Placement Tests; English (Second Language); Second Language Learning; College Freshmen; Scores; Language Tests; Language Proficiency; High Achievement; Listening Comprehension Tests; Reading Tests; Low Achievement; Prediction; Grading; Curriculum Design; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Aufnahmeprüfung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Studienanfänger; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Hörverstehensübung; Lesetest; Unterdurchschnittliche Leistung; Vorhersage; Notengebung; Schulnote; Lehrplangestaltung
Abstract	The English General Scholastic Ability Test (GSAT), a nationwide high-stakes college entrance exam in Taiwan, has commonly served as a placement test for streaming college freshmen into EFL classes. There has, however, been scant research reported on the feasibility of using an admission test for EFL placement. This study aims to investigate the accuracy and validity of placement decisions being made using the English GSAT scores, with a focus on its relations with the General English Proficiency Test (GEPT) and students' subsequent performance in class. Quantitative data, including the English GSAT scores, the GEPT High-Intermediate Listening and Reading scores, and the English final course grades, were collected and statistically analyzed from four EFL classes with a total of 100 students at a university in Taiwan. The English GSAT was found to function well to place students into distinctively lower or higher level of EFL classes but did not discriminate well for the borderline cohort. A three-level placement using the English GSAT appeared to be a better differentiation between each proficiency cluster. High achievers in the English GSAT appeared to perform better on the GEPT listening and reading tests than did low achievers. Yet, apart from the GEPT reading test, the English GSAT yielded weak predictive power of student course attainment, which seemingly varied across classes, hinging on course designs and grading policies. Implications drawn from the results of the investigation were further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01