Transcript A Review of TOEIC

A Review of the Test of English for International Communication
TOEIC
Gillian Luellen
Educational Measurement at the University of Kansas
TOEIC Test
 Listening and Reading Test
 2 hours long.
 200 multiple choice questions.
 Questions are divided evenly
between reading and listening.
 Speaking and Writing Test
 introduced in 2006
 speaking and writing are tested
and graded independently
 can score between 0-200 on
each test and scores are
divided into 8 categories
 Speaking Test
 assesses pronunciation,
vocabulary, grammar, and
fluency
 about 20 minutes long
 Writing Test
 examines vocabulary,
grammar, and overall
coherence and
organization
 about 60 minutes long
 Institutional Test
 Institutional tests are
specifically made for an
institution.
 Large businesses and schools
make up these institutions.
 These tests can be purchased
by institutions.
 They are given by the institution
and do not require trained
administrators.
TOEIC Purpose
 TOEIC was created by the
Educational Testing Service (ETS).
 TOEIC was originally used to
measure business English ability.
 TOEIC is currently used to test
everyday English abilities of adults.
 Many companies use TOEIC as a
formative tool to determine
placement in classes and in
business.
Scores and Reliability
 After scores are reported they are
divided into categories based on
English proficiency.
 Categories are speaking, writing,
reading, and listening.
 The KR- reliability construct of
reading is 0.93, which can be
interpreted as very reliable.
 A correlation has been shown
between the TOIEC and the C-test,
another English proficiency test
(Daller 2006).
Utility of TOEIC
TOEIC Administration
 Reading and listening tests are given
at ETS locations via computer.
 Speaking tests are given by trained
professionals.
 Writing tests are graded by trained
professionals.
 Institution tests are given by the
institutions which purchased the test.
 The test is used by corporations
around the world to judge English
proficiency.
 The test seems to be accurate and
useful when screening intermediate
English learners.
 Because the test covers reading,
listening, speaking, and writing, it
can be used to determine overall
English proficiency.
 After intense English study, TOEIC
scores increase, showing it does
test English ability.
Concerns about TOEIC
 TOEIC’s construct validity is often
criticized because the examinee
handbook states “’TOEIC does not
test business English’ (p.12)”
whereas the handbook also states
it measures “’English with others
in business, commerce, and
industry (pg. 1)’ (Daza 2004).”
 TOEIC’s construct also “’general
English proficiency in an
international environment’” yet
does not define “international
environment” (Daza 2004).
 TOEIC’s content validity is
questioned with regard to
multiculturalism. It is biased
towards North Ameica.
References
Daza, C. & Suzuki, M. (2004). A Review of the
Reading Section of the TOEIC. TESOL Canada
Journal, 22 (No. 1). Retrieved from
http://www.teslcanadajournal.ca/index.php/tesl/
article/viewFile/163/163
Miyata, R. (2004). A Review of TOEIC: A Critical
Analysis of the Structure, Methods, and
Purpose of TOEIC, Including its Effects on
Teaching and Learning English as a Second or
Foreign Language. Retrieved from
http://ci.nii.ac.jp/naid/110004667175/en
Daller, H. & Phelan, D., (2006). The C-test and
TOEIC as a measure of students’ progress in
intensive short courses in EFL. Retrieved from
http://scholar.googleusercontent.com/scholar?q
=cache:9BEet4iDkfwJ:scholar.google.com/+rev
iew++TOEIC&hl=en&as_sdt=0,5