| Summary: | Much valuable research in the area of English as a second language has focused on
testing, and though many studies have investigated issues related to test reliability, validity
and the predictive ability of indirect test scores, they do not assess the comparative ability of
indirect and direct test scores to predict academic success. Work of this kind would inform
practice in the area of testing and placement. This study investigates the practical problem of
making appropriate placement decisions for students whose test results show wide enough
discrepancies to indicate placement in different academic programs, or at different levels
within programs. The question of whether scores derived from indirect measures (language
proficiency tests) or direct measures (writing samples) are better indicators of academic
language proficiency is addressed.
The study also explores the usefulness of grade point average (GPA) as a measure of
academic success, and proposes the use of average accumulated credit per semester (AACPS)
as an additional measure. Several researchers have questioned the use of GPA as the sole
measure of academic success for ESL students, and this study adds to existing research.
The ability of two types of placement test scores to predict academic success for ESL
students in Secondary and University programs is evaluated. Test scores from a) an indirect
measure of language proficiency, the Michigan Test of English Language Proficiency, and b)
a direct measure, a holistically-scored writing test are assessed as predictors of four measures
of academic success: a) GPA for all courses, b) GPA for courses requiring a higher level of
language proficiency (English or Humanities), c) GPA for courses requiring a lower level of
language proficiency (Math or Sciences), and d) AACPS.
Results of correlation analysis indicated that for University students, academic success
as measured by GPA showed low correlations to both indirect or direct test scores, but direct
test scores and combined (indirect and direct) test scores correlated moderately well to
academic success as measured by AACPS. For Secondary students, academic success as
measured by GPA for courses requiring a higher level of language proficiency (English or
Humanities) showed moderate correlations to direct test scores. Correlations between test
scores and any other measure of academic success including AACPS were low for Secondary
students.
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