Investigating Content and Face Validity of English Language Placement Test Designed by Colleges of Applied Sciences

Sharifa S A Al-Adawi,Aaisha A K Al-Balushi

doi:10.5539/elt.v9n1p107

Abstract

<p>An English placement test (PT) is an essential component of any foundation program. It helps place students into their suitable language proficiency level so that they do not spend time learning materials below or above their levels. It also helps teachers to prepare teaching materials to students of similar levels (Brown, 2004; Illinois, 2012). This paper aims to investigate the extent to which the PT used at Colleges of Applied Sciences (CAS) is achieving this goal by exploring teachers’ and students’ perceptions of the current exam via questionnaires and interviews. Furthermore, it examines the format and content of the PT and students’ PT score against their mid-term score. It was found that face validity of CAS PT ranged from low (teachers) to moderate (students). The majority of teachers and students emphasized the importance of including the listening and speaking components in the test. Moreover, a modified version of the reading section of the test needs to be incorporated into the test. Another suggested using a valid certified computerized test. For future research, it is recommended to design a new test, taking into consideration the findings of this research and pilot it to test its effectiveness. Furthermore, an analytical test of the current marking criteria is essential to check its clarity and consistency.</p>

Highlights

Placement tests stream students into their suitable levels according to their performance in the test which is usually administered at the beginning of a university study or even before certain subjects or courses (Heaton, 1988; Brown, 2004)
This paper aims to investigate the extent to which the English Language placement test (PT) used at Colleges of Applied Sciences (CAS) is achieving this goal by exploring teachers’ and students’ perceptions of the current exam via questionnaires and interviews
This paper has tackled the effectiveness of the placement test used by CAS reflecting on teachers’ and students’ perceptions, comparing PT scores against MT scores and seeking expert analysis of the exam content and format

Summary

Introduction

Placement tests stream students into their suitable levels according to their performance in the test which is usually administered at the beginning of a university study or even before certain subjects or courses (Heaton, 1988; Brown, 2004). At CAS, PT for foundation program is divided into three different PTs: English proficiency, mathematics and computer skills (CAS, 2011) It has been frequently noted by teachers at CAS that some students do not seem to fit into the level in which they have been placed. In other words, having invalid, unreliable test that misplaces students in wrong levels may create negative attitudes towards university study or even destroy the students’ proficiency altogether no matter how poor it is. Taking this into consideration, and from the general observation of the effects of such tests, the idea for this study emerged. It aims to 3) suggest some changes for the sake of improving the current PT (Appendix 1) based on the results from 1 and 2 aims

Objectives

Methods

Conclusion