Appropriate Test Use I TOEIC Research Program

Justifying the Construct Definition for a New Language Proficiency Assessment: The Redesigned TOEIC Bridge® Tests — Framework Paper

This paper describes the motivations behind the design of the redesigned TOEIC Bridge assessments to measure all four communication skills, the purposes of the assessments and how we defined English-language listening, reading, speaking and writing proficiency in everyday contexts for basic to intermediate learners. This information provides a basis for test development and subsequent validity research.

Mapping the Redesigned TOEIC Bridge® Test Scores to Proficiency Levels of the Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages (CEFR) is a widely used set of language proficiency levels and descriptors. This report described the comprehensive process used to map the redesigned TOEIC Bridge tests’ scores to CEFR levels Pre-A1, A1, A2 and B1. This process followed best practices for mapping test scores to standards.

Read Mapping the Redesigned TOEIC Bridge Test Scores to Proficiency Levels of the Common European Framework of Reference for Languages

Making the Case for the Quality and Use of a New Language Proficiency Assessment: Validity Argument for the Redesigned TOEIC Bridge® Tests

This paper summarizes the "validity argument" for the redesigned TOEIC Bridge tests. The validity argument consists of four major claims about score consistency, validity and fairness, appropriate test use and positive impacts; together, this provides a coherent narrative about the measurement quality and intended uses of test scores. By considering the claims and supporting evidence presented in the validity argument, readers should be able to better evaluate whether the redesigned TOEIC Bridge tests are appropriate for their situation.

Setting Standards on the TOEIC® Listening and Reading Test and the TOEIC® Speaking and Writing Tests: A Recommended Procedure

Employers often use TOEIC test scores as one source of information to make a number of decisions. These include:

recruitment of new employees
movement of current employees into jobs that require English-language skills
placement of employees into English-language training programs

Best Practices for Comparing TOEIC® Speaking Test Scores to Other Assessments and Standards: A Score User’s Guide

In order to better understand the meaning of test scores and to facilitate decision making, score users may need to understand how scores from two different tests are related. The relationship between scores from two different tests are typically summarized in a “concordance table” that indicates the correspondence between the scores on the two tests. Unfortunately, some concordance tables are produced and distributed without any research support, which can lead to inaccurate and unfair decisions about test takers.

Insights into Using TOEIC® Scores to Inform Human Resource Management Decisions

This study provided preliminary insights into how TOEIC scores are used to inform personnel on decisions related to the hiring, promotion and training of employees. The ultimate objective was to support appropriate test score use and meaningful score-based interpretations in order to facilitate human resource management decisions.

The study results revealed examples of how managers use scores to inform human resource management decisions. The report concludes by providing suggestions for future research, to develop score user services and to continue a discussion on how TOEIC test scores may inform decisions related to human resource management.

Mapping TOEIC® Test Scores to the STANAG 6001 Language Proficiency Levels

STANAG 6001 is a NATO Standardization Agreement which describes explicit listening, speaking, reading and writing proficiency levels necessary for military personnel. This study aimed to identify which minimum scores for each of the TOEIC tests' four skill areas correspond to the different STANAG proficiency levels. Thus, this study provides guidance to score users who need to make decisions about language proficiency based on achievement of STANAG proficiency levels.

The Case of Taiwan, China: Perceptions of College Students about the Use of TOEIC® Tests to Graduate

This study examines test taker perceptions about the use of the TOEIC test as one of the college English-language exit tests of Taiwan, China's higher education institutions. The results suggest that the use of TOEIC test scores as a requirement for graduation has a positive impact on language learning. Such test use has also proven to be in line with the intended use of the TOEIC test: To prepare test takers to gain a competitive edge in the job market.

The Case for a Comprehensive, Four-Skills Assessment of English-Language Proficiency

This paper explains how four-skill language testing is the best way to evaluate whether someone can communicate in English, and explains how this approach can:

result in a fairer way of assessment for test takers
improve the quality of test users' decisions
create more positive impact for decision makers, teachers and learners

Appropriate TOEIC Test Use

Justifying the Construct Definition for a New Language Proficiency Assessment: The Redesigned TOEIC Bridge® Tests — Framework Paper

Mapping the Redesigned TOEIC Bridge® Test Scores to Proficiency Levels of the Common European Framework of Reference for Languages

Making the Case for the Quality and Use of a New Language Proficiency Assessment: Validity Argument for the Redesigned TOEIC Bridge® Tests

Setting Standards on the TOEIC® Listening and Reading Test and the TOEIC® Speaking and Writing Tests: A Recommended Procedure

Best Practices for Comparing TOEIC® Speaking Test Scores to Other Assessments and Standards: A Score User’s Guide

Insights into Using TOEIC® Scores to Inform Human Resource Management Decisions

Mapping TOEIC® Test Scores to the STANAG 6001 Language Proficiency Levels

The Case of Taiwan, China: Perceptions of College Students about the Use of TOEIC® Tests to Graduate

The Case for a Comprehensive, Four-Skills Assessment of English-Language Proficiency