A Meta-Analysis on the Predictive Validity of English Language Proficiency Assessments for College Admissions

Autor/inn/en	Ihlenfeldt, Samuel Dale; Rios, Joseph A.
Titel	A Meta-Analysis on the Predictive Validity of English Language Proficiency Assessments for College Admissions
Quelle	In: Language Testing, 40 (2023) 2, S.276-299 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ihlenfeldt, Samuel Dale)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322221112364
Schlagwörter	Meta Analysis; Test Validity; College Admission; Second Language Learning; English (Second Language); Language Tests; Decision Making; Admission Criteria; Prediction; Academic Achievement; Grade Point Average; Correlation; Institutional Characteristics; Publications; Scores; Language Proficiency; Effect Size; Research Reports; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Testvalidität; Hochschulzugang; Hochschulzulassung; Zulassung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Decision-making; Entscheidungsfindung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Vorhersage; Schulleistung; Korrelation; Language skill; Language skills; Sprachkompetenz; Research report; Forschungsbericht; Language tests; Englisch
Abstract	For institutions where English is the primary language of instruction, English assessments for admissions such as the Test of English as a Foreign Language (TOEFL) and International English Language Testing System (IELTS) give admissions decision-makers a sense of a student's skills in academic English. Despite this explicit purpose, these exams have also been used for the practice of predicting academic success. In this study, we meta-analytically synthesized 132 effect sizes from 32 studies containing validity evidence of academic English assessments to determine whether different assessments (a) predicted academic success (as measured by grade point average [GPA]) and (b) did so comparably. Overall, assessments had a weak positive correlation with academic achievement (r = 0.231, p < 0.001). Additionally, no significant differences were found in the predictive power of the IELTS and TOEFL exams. No moderators were significant, indicating that these findings held true across school type, school level, and publication type. Although significant, the overall correlation was low; thus, practitioners are cautioned from using standardized English-language proficiency test scores in isolation in lieu of a holistic application review during the admissions process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01