英语作为外语的测试
心理学
语言能力
语言评估
英语
考试(生物学)
预测效度
预测能力
数学教育
学业成绩
临床心理学
古生物学
哲学
认识论
生物
作者
Samuel D. Ihlenfeldt,Joseph A. Rios
出处
期刊:Language Testing
[SAGE]
日期:2022-08-16
卷期号:: 026553222211123-026553222211123
被引量:1
标识
DOI:10.1177/02655322221112364
摘要
For institutions where English is the primary language of instruction, English assessments for admissions such as the Test of English as a Foreign Language (TOEFL) and International English Language Testing System (IELTS) give admissions decision-makers a sense of a student’s skills in academic English. Despite this explicit purpose, these exams have also been used for the practice of predicting academic success. In this study, we meta-analytically synthesized 132 effect sizes from 32 studies containing validity evidence of academic English assessments to determine whether different assessments (a) predicted academic success (as measured by grade point average [GPA]) and (b) did so comparably. Overall, assessments had a weak positive correlation with academic achievement ( r = .231, p < .001). Additionally, no significant differences were found in the predictive power of the IELTS and TOEFL exams. No moderators were significant, indicating that these findings held true across school type, school level, and publication type. Although significant, the overall correlation was low; thus, practitioners are cautioned from using standardized English-language proficiency test scores in isolation in lieu of a holistic application review during the admissions process.
科研通智能强力驱动
Strongly Powered by AbleSci AI