Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment

Asli Lidice Gokturk Saglam,Dina Tsagari

doi:10.3390/languages7010065

Asli Lidice Gokturk Saglam, Dina Tsagari

Open Access

https://doi.org/10.3390/languages7010065

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Abstract

This research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English language preparatory program in the Turkish context to determine learners’ access to further English medium academic courses in their departments. To examine whether this source-based proficiency test has achieved its intended outcomes, 39 freshman students and 19 university instructors, who offered courses in various departments, were surveyed through questionnaires. Interviews were conducted with the instructors to gauge their perspectives about the validity of the integrated proficiency test-based decisions (whether students pass or fail) over time in terms of the language competency and academic skills of their learners. Quantitative and qualitative data analysis also revealed evidence both for positive and negative issues concerning the consequential validity of the test. Findings may help educators to reach a better understanding of the construct of integrated language assessment tasks in EAP contexts and the consequences of their use in achieving the intended and unintended curricular goals.

Highlights

The thematic analysis and frequency counts of interviews and teacher/student questionnaire data mapped out the perceived strengths and weaknesses of the students in their English language proficiency and academic skills, revealing a variety of issues
Positive washback is regarded as related to consequential validity, whereas negative washback is associated with lack of validity (Ferman 2004)
Exploring consequential validity may establish a means for ongoing dialogue between different stakeholders involved in a testing program

Summary

Introduction

The assessment of English for Academic Purposes (EAP) integrated assessment (integration of writing, listening, and reading texts) has become more prominent in recent years. Research studies have highlighted the importance of academic tasks These play a critical role in academic success as they are commonly based on using external resources and integrating reading-writing skills (Hale et al 1996; Rosenfeld et al 2001). Another benefit for integrated assessment is that text-based information provides test-takers with content and ideas, minimizing the impact of topic familiarity, creativity, and life experiences (Weigle 2004).

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