Teachers' Judgment Accuracy Concerning Language Proficiency Levels of Prospective University Students

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-12 - Teacher Practices and Judgment in Student Assessment

Abstract

Most English-medium university programs require prospective students to take standardized tests for English as a foreign language (EFL). However, there are contexts in which teachers’ judgments have high-stakes consequences for university entrance. This study investigates the accuracy of criterion-referenced judgments of 73 upper secondary school EFL teachers in Germany. Teachers’ judgements were compared to the proficiency levels estimated by the TOEFL ITP using level, differentiation, and ranking component as indicators of judgment accuracy. Whereas criterion-referenced judgments of relative EFL proficiency within classes are appropriate, teachers substantially overestimate the absolute level of students’ achievement. Compared to conventional grading, however, criterion-referenced judgments lead to more accurate estimations of variance. The findings are discussed with respect to higher education entrance policy.

Authors

• Johanna Fleckenstein, IPN - Leibniz Institute for Science and Mathematics Education

• Michael Leucht, Leibniz Institute for Science and Mathematics Education (IPN)

• Olaf Koeller, Leibniz Institute for Science and Math Education