Abstract
Summary: The Canadian Psychological Association recently issued a position statement on the Test of English as a Foreign Language (TOEFL). The purpose of the statement was to alert university officials to serious shortcomings in the use of the TOEFL as an admissions screening device for nonnative English speaking applicants. The present report, written in response to reactions from several universities, contains a detailed critique of the evidence cited by the Educational Testing Service in favor of the TOEFL and therefore provides further reason for exercising considerable caution when making admission decisions based primarily on TOEFL scores.
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