The Decision-Making Process in Language Program Placement: Test and Nontest Factors Interacting in Context

The use of tests has been targeted as a critical point in validity, which suggests that contexts for test use warrant closer investigation. This article describes a study of decision making during test use in the context of a university intensive English language program. Over a period of 2½ years,...

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Bibliographic Details
Published in:Language assessment quarterly 2013-04, Vol.10 (2), p.115-134
Main Authors: Plakans, Lia, Burke, Maureen
Format: Article
Language:English
Subjects:
Audio Equipment
Colleges & universities
Decision Making
Educational evaluation
English (Second Language)
English as a second language
Intensive Language Courses
Language instruction
Language Tests
Placement
Scores
Second Language Instruction
Second Language Learning
Student Placement
Teacher Evaluation
Test Use
Test Validity
Tests
Textbooks
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Summary:The use of tests has been targeted as a critical point in validity, which suggests that contexts for test use warrant closer investigation. This article describes a study of decision making during test use in the context of a university intensive English language program. Over a period of 2½ years, data were collected by audio-recording placement sessions in which the program director and an instructor made decisions based on a three-part placement exam, TOEFL scores, course grades, instructor evaluations, and other information. Analysis of the sessions revealed four major areas impacting test use and the decision-making process: (a) test performance and score factors, (b) student factors, (c) test user factors, and (d) program factors (i.e., number and size of levels, curriculum, textbooks). These four areas represent factors in the placement process that are clearly about tests (test performance and score) and factors that have less relation to tests or scores such as test users and programmatic factors. The test and nontest factors interacted in the placement process to navigate borderlines between levels, confirm placements, and adhere to programmatic constraints.
ISSN:1543-4303
1543-4311
DOI:10.1080/15434303.2011.627598