STANDARDIZED LANGUAGE PROFICIENCY TESTING

Tests of language proficiency presuppose a comprehensive definition of the specific

competencies that comprise overall language ability. Swain (1990) presented a multidimensional
view of proficiency assessment that serve as an operational framework for constructing
proficiency assessments. According to his view, three linguistic traits which are grammar,
discourse and sociolinguistics that can be assessed by means of oral, multiple-choice, and written
responses. These three traits have different focus and different assessing criteria.

ACTFL’s definition and conceptualization about proficiency is more holistic and unitary
view by describing four levels: superior, advanced, intermediate, and novice. Within each level,
descriptions of listening, speaking, reading, and writing are provided as guidelines for assessment.

FOUR STANDARDIZED LANGUAGE PROFICIENCY TESTS

Test of Spoken English (TSE), Oral Proficiency, Inventory (OPI), PhonePass® and Test of
Written English (TWE) are some of the examples of standardized test for certain language
proficiency.

There are four (4) commercially produced standardized tests of English language proficiency
are: the TOEFL, the Michigan English Language Assessment Battery (MELAB), the International
English Language Testing System (lELTS) and the Test of English for International Communication
(TOEIC®).

 Test of English as a Foreign Language (TOEFL)

Producer: Educational Testing Service (ETS)

Objective: To test overall proficiency (language ability)
Primary market: 'Almost exclusively U.S. universities and colleges for admission purpose
Computer-based (CB) (and two sections are-computer-adaptive).
Type:
A traditional paper-based (PB) version is also available.
Response modes: Multiple-choice responses; essay
There are sections (reading, listening, speaking and writing).
Reading: Read 3 or 4 passages from academic texts and answer
questions. (60-80 minutes)
Listening: Listen to lectures, classroom discussions and conversations,
Specifications: then answer questions. (60-90 minutes)
Speaking: Express an opinion on a familiar topic; speak based on reading
and listening tasks. (20 minutes)
Writing: Write essay responses based on reading and listening tasks;
support an opinion in writing. (50 minutes)
Time allocation: Up to 4 hours (CB); 3 hours (PB)
Internet access: www.toefl.org

 Michigan English Language Assessment Battery (MELAB)

Producer: English language Institute, University of Michigan

Objective: To test overall proficiency (language ability)
Mostly U.S. and Canadian language programs and colleges; some
Primary market:
worldwide educational settings as well.
Type: Paper-based
Response modes: Multiple-choice responses; essay
The MELAB consists of three sections.
Part 1, a 3D-minute impromptu essay, is written on an assigned topic.
Part 2, a 25-minute multiple-choice listening comprehension test, is
Specifications: delivered via tape recorder.
Part 3 is a 100-item, 75-minute, multiple choice test containing grammar,
doze reading, vocabulary, and reading comprehension.
An oral interview (speaking test) is optional.
Time allocation: 2.5 to 3.5 hours
Internet access: www.lsa.umich.edu/eli/melab.htm

 International English Language Testing System (IELTS)

Producer: Jointly managed by The University of Cambridge Local Examinations

Syndicate (UCLES), The British Council, and IDP Education Australia.
Objective: To test overall proficiency (language ability)
Australian, British, Canadian, and New Zealand academic institutions and
Primary-market: professional organizations. American academic institutions are
increasingly accepting IELTS for admissions purposes.
Computer-based (for the Reading and Writing sections); paper based for
Type:
the listening and Speaking modules
Response modes: Multiple-choice responses; essay; oral production
Reading: candidates choose between academic reading or general
training reading (60 minutes).
Writing: the same option, academic writing or general training writing
Specifications:
(60 minutes).
Listening: four sections, for all candidates (30 minutes). Speaking: five
sections, for all candidates (10-15 minutes).
Time allocation: 2 hours, 45 minutes.
http://www.ielts.orgl
Internet access: http://www.udes.org.uk
http://www.britishcouncil.org
  Test of English for International Communication (TOEIC®)

The Chauncey Group International, a subsidiary of Educational Testing

Producer:
Service
Objective: To test overall proficiency (language ability)
Worldwide; business, commerce, and industry contexts (workplace
Primary market:
settings)
Type: Computer-based and paper-based versions
Response modes: Multiple-choice responses
Listening Comprehension: 100 items administered by audiocassette.
Four types of task: statements, questions, short conversations, and short
Specifications: talks (approximately 45 minutes).
Reading: 100 items. Three types of task: cloze sentences, error
recognition, and reading comprehension (75 minutes).
Time allocation: 2 hours
Internet access: http://www.toeic.com

As a conclusion, the process of designing is absolutely not an easy task. It needs a

sophisticated process of construct validation combined with considerations of practicality. It is
time consuming process to construct items and scoring/interpretation procedures. However, at
the end of the day, the end product can result in a cost-effective, timesaving, accurate instrument.
The results of those test can provide useful data about learners’ language abilities.