The Reliability of TOEFL Assessments From the Perspective of Preparing International Students for Higher Education Pursuits

• In Event: Bridging Gaps: Innovative Assessments and Partnerships for Educational Equity and Improvement

Abstract

This paper critically examines the reliability of the TOEFL assessment in preparing international students for higher education in English-speaking universities. Despite TOEFL’s widespread use as a measure of English language proficiency, the study finds significant gaps between test scores and actual language needs. Factors such as computer skills, familiarity with test formats, and intercultural competence also influence test outcomes, questioning the test’s validity. Additionally, the correlation between language proficiency scores and academic success is limited, with other competencies playing crucial roles. The paper suggests a more holistic approach to language assessment and higher education preparation, encompassing broader skills and targeted support for international students’ academic success.

Author

• Zili Zhang, Pennsylvania State University