Abstract
Placement tests, along with the growing interest in their validation, have become increasingly important in English as a Second Language programs. To this end, the present paper illustrates procedures in designing a placement test and using it to evaluate students’ language ability by means of statistical analysis. 29 participants from three proficiency levels (beginning, intermediate, and advanced) took reading and writing placement test sections. Students’ performance at each proficiency level was analyzed separately and compared across proficiency levels. In addition, analyses of responses on a survey revealed a relationship between language learning attitudes and behaviors exhibited by the participants and their performance on the placement test. Through close examination of the process of placement test design, evaluation, and analysis, this paper provides practical guidelines for reading and writing placement testing.
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