Escolar Documentos
Profissional Documentos
Cultura Documentos
Listening.
Learning.
Leading.
The SLEP Test Manual has been prepared for guidance counselors, English-as-a-secondlanguage teachers, department chairs, evaluation specialists, foreign student advisors,
admissions officers, and others responsible for interpreting SLEP scores. In addition to
providing information about score interpretation, the Manual describes the test program and
includes instructions for administering the test.
Note: This manual is to be used with Forms 4, 5, and 6 only.
SLEP and TOEFL
The Test of English as a Foreign Language (TOEFL) is generally taken by nonnative
speakers of English who wish to study at colleges and universities in the United States or
Canada, whereas the SLEP test is designed to assess the English proficiency of nonnative
speakers at the secondary school level around the world. The SLEP test is not a substitute
for the TOEFL test; it contains different types of questions and has a lower difficulty level.
Although a relationship may exist between performance on the SLEP test and the TOEFL
test, the two are not equivalent measures to be used interchangeably, nor should performance
on the SLEP test be used to predict performance on the TOEFL test.
Phone:
Fax:
E-mail:
Web site:
609-771-7206
609-771-7835
slep@ets.org
www.ets.org/slep
Business hours are 8:30 AM4:30 PM, MondayFriday, New York time
Educational Testing Service (ETS) is a sponsor of the SLEP test and administers it within the Test of English as a Foreign
Language program, which is under the direction of a policy board that was established by, and is affiliated with, the College
Board and the Graduate Record Examinations Board.
Table of Contents
OVERVIEW OF THE SLEP PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Purpose and Use of the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technical Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
5
5
6
GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Administering the SLEP Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ordering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Materials Provided by the SLEP Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
6
6
6
SAMPLE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Section 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
Section 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
ADMINISTERING THE TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Test Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Receipt of Test Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assistants to the Person Administering the Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Testing Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Seating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Equipment Needed for the Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Equipment Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Testing Individuals With Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Instructions for Administering the SLEP Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
If You Are Giving The Test In Two Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
17
17
17
17
17
18
18
18
19
21
23
23
23
24
27
Technical Data
The reliability of each form of SLEP has been estimated
using an internal-consistency measure of reliability,
Cronbachs coefficient alpha. Reliabilities and standard
errors of measurement (SEM) for each section of the test,
Section One
Listening Comprehension
Section Two
Reading Comprehension
Total Test
Form
Reliability
SEM
Reliability
SEM
Reliability
SEM
.94
1.5
.88
1.8
.95
2.3
.93
1.6
.91
1.4
.95
2.1
.94
1.5
.90
1.6
.96
2.2
General Information
Administering the SLEP Test
Ordering Information
Each order for SLEP testing materials must be submitted
on a SLEP order form and sent to the address on the form.
It must be received at ETS at least three weeks before the
requested delivery date.
To ensure prompt and accurate filling and delivery of
orders, all information requested on the order form must be
provided. An incomplete or unsigned order form will not be
processed and will be returned to the sender.
Sample Questions
Section 1
The first section of the SLEP test measures ability to understand spoken English and is about 40 minutes long. It is divided
into four parts, with four different types of questions.
Part A
For the first type of question, the student must match one of four recorded sentences with a picture in the test book. The
sentences are spoken only once and are not printed in the test book. This part contains items dealing with correct recognition
of minimal-pair contrasts, juncture, stress, sound clusters, tense, prepositions, and vocabulary.
Sample Questions
Note: Pictures are for illustrative purposes
only. Actual pictures in the test book are larger
than the samples in this manual.
1.
On CD:
Look at the picture marked number 1.
On CD:
(A)
(B)
(C)
(D)
1
2.
On CD:
Look at the picture marked number 2.
On CD:
(A)
(B)
(C)
(D)
2
3.
On CD:
Look at the picture marked number 3.
On CD:
(A)
(B)
(C)
(D)
3
7
4.
On CD:
Look at the picture marked number 4.
On CD:
(A)
(B)
(C)
(D)
Part B
These questions approximate the type of dictation exercises used frequently in English language classes: the student must
match a sentence printed in the test book with a sentence heard on the CD. The questions focus on the relationship between
structure and meaning.
Sample Questions
1.
On CD:
The taller plants keep growing all summer long.
In the test book:
(A)
(B)
(C)
(D)
2.
On CD:
Is it too warm to wear a coat?
In the test book:
(A)
(B)
(C)
(D)
3.
On CD:
Jorge cant come over because he has a piano lesson.
In the test book:
(A)
(B)
(C)
(D)
4.
On CD:
Many people had already left the beach before the storm.
In the test book:
(A)
(B)
(C)
(D)
5.
On CD:
You should have allowed more time to finish that book.
In the test book:
(A)
(B)
(C)
(D)
Part C
The questions in this part are based on conversations between students or announcements made by teachers or administrators in a school. The questions are given before the talks begin, allowing students to direct their attention to listening
for the correct answer. The questions and answers are printed in the test book. For each question, students must choose
one of four answers.
Sample Questions
1.
On CD:
(Narrator)
(Boy)
(Girl)
(Boy)
(Narrator)
Listen for the answer to the following question. What did the girl think the homework assignment was
for math class? Here is the conversation.
Did you figure out the answer to problem number ten in the math homework?
Number ten? I thought we were only supposed to do the first eight problems.
Thats what the teacher said at the beginning of class, but right before the bell rang she changed the
assignment to the first twelve problems.
What did the girl think the homework assignment was for math class?
2.
On CD:
(Narrator)
(Man)
(Narrator)
Listen for the answer to the following question. Which bus will not be running this afternoon? Here is
the announcement.
Please excuse this interruption. There has been a change in the school bus routes this afternoon. The
number five bus has a flat tire, so all students who normally take the number five bus will take the
number two bus today. All those students who are changing from the number five bus must report to the
office sometime during periods four, five, or six to sign a change-of-bus-route form so that the bus
driver will know how many students will be on the bus.
Which bus will not be running this afternoon?
Number 2
Number 3
Number 5
Number 6
On CD:
(Narrator)
(Boy)
(Girl)
(Boy)
(Girl)
(Narrator)
Listen for the answer to the following question. Where is Lindas new job? Here is the conversation.
Hey, Linda, I hear you got a job at the music store in the mall. Sounds like fun.
Actually, I was offered a job at the music store. I accepted a job as a teller at the bank.
Well, that makes sense. Youre planning to study finance in college, right?
Exactly. I thought it would be better to work at a place now that would prepare me for what I want to
do in the future.
Where is Lindas new job?
At a music store
At a restaurant
At a college
At a bank
10
Part D
The questions in this part are based on conversations recorded by American high school students that represent typical
secondary school situations. The conversations take place in various parts of a school and deal with events that typically
occur in each location. For each recorded question, the student must choose one of four answers printed in the test book.
Sample Questions
1.
On CD:
(Sam)
(Luisa)
(Sam)
(Narrator)
Hi, Luisa.
Oh, Sam. Hi. I missed you this morning in history class. Where were you?
Thats what I wanted to talk to you about. You see, my homeroom teacher had to pack up a bunch of
science materials from our unit on electricity, so she asked me to stick around and help her.
Why did Sam miss history class?
He was sick.
He missed the bus.
He was helping a teacher.
He was doing a science experiment.
On CD:
(Luisa)
(Sam)
(Luisa)
(Sam)
(Narrator)
On CD:
(Luisa)
(Sam)
(Luisa)
(Sam)
(Narrator)
Oh, sure. Thats not a problem. I have my notebook right here in my ... uh oh.
Whats wrong?
Well, I thought my notebook was in my backpack, but I must have left it in
Mr. Jacksons room. Id better go get it.
Ill go with you.
Where are Sam and Luisa going?
To the lunchroom.
To the history teachers room.
To the library.
To Luisas locker.
11
Section 2
The second section of the test measures ability to understand written English and is 40 minutes long. The questions cover
grammar, vocabulary, and reading comprehension. There are four parts to Section 2.
Part A
For each question in this part, the student must match the reaction of one of four characters in a cartoon with
a printed sentence.
Sample Questions
1.
2.
3.
4.
5.
I cant wait to try out that new ride at the amusement park.
12
Part B
For the questions in this part, the student must match a printed sentence with one of four drawings. The particular focus
of this item type is the use of prepositions, pronouns, adverbs, and numbers.
Sample Questions
1.
A
2.
A
4.
A
3.
13
Part C
This part of Section 2 contains two types of questions. In one, the student must complete passages by selecting the
appropriate words or phrases from a set of four choices printed at intervals in the passage.
(A)
(B)
(C)
(D)
1. Most animals
live
they live in the desert do not take in water from open sources
are living
that live
like lakes or rivers. Some of these animals may never even come upon any type of open
2.
(A)
water, (B)
(C)
(D)
3.
(A)
(B)
toads, for example, can take in
(C)
(D)
4.
(A)
(B)
(C)
(D)
so
despite they have adopted other ways to obtain it. Some desert-dwelling
which
why
sand
water
heat
food
its
their
skin. Another way some desert animals deal with a lack of water is to
his
ones
5.
(A)
drink (B)
(C)
(D)
as much as
as many as possible when they find water in large quantities. For
too much
so much that
6.
(A)
instance, after drinking all they can hold, some camels can (B)
(C)
(D)
to survive
have survived for
surviving
survive
more than two weeks in the desert without any more water.
In the second type of question, students must answer questions about the passage above for which they supplied the
missing words or phrases.
Sample Questions
7.
14
8.
9.
attracted
developed
lost
asked about
They drink a lot of water at one time when they find it.
They rest for two weeks before trips in the desert.
They travel early in the morning, when they can soak up water from dew.
The people who travel with camels pack large amounts of water.
Part D
In this part of Section 2, the student must read a short passage and answer questions about it.
Sample Passage and Questions
We stopped to buy gas and to stretch our legs. We had left home early that morning and driven for what seemed like
years. Now it was noon and the sun overhead was oppressive. The baby was crying. I wondered if we would ever
reach our grandmothers house. Father bought us bottles of something cool to drink. As we sat sipping our drinks
beneath a shady tree, he began to tell us a story.
1.
2.
3.
Cold
Rainy
Windy
Hot
5.
4.
In the morning
At noon
In the afternoon
At night
As he was walking
After he bought the drinks
Before the family sat down
When the family returned to the car
15
Part A
1. C
2. D
3. A
4. D
Part B
1. D
2. D
3. A
4. C
5. C
Part C
1. B
2. C
3. D
Part D
1. C
2. C
3. B
Section 2
Part A
1. B
2. C
3. B
4. D
5. A
Part B
1. B
2. C
3. A
4. D
Part C
1. D
2. A
3. B
4. B
5. A
6. D
7. D
8. B
9. A
Part D
1. B
2. B
3. D
4. A
5. B
16
Testing Room
The test may be administered in a classroom or
language laboratory. Test performance can be
affected by the psychological atmosphere of the testing
room. To contribute to an atmosphere conducive to maximum
performance, the room(s) used for testing should be
comfortable and free from distractions; the lighting, heat,
and ventilation should be satisfactory. Rooms with acoustical
problems should not be used for Section 1, Listening
Comprehension.
Writing surfaces are important. They should be large
enough to accommodate both a test book and an answer
sheet; no one should have to pick up or shift either one
because of lack of space. If lapboards must be used, they
should be large enough so students will not have to support
them by hand.
Test Security
Students to be tested should not have an opportunity to
examine a test book before they take the SLEP test. Only
authorized personnel should have access to the testing
materials, which should be kept in locked storage when not
in use. It is the responsibility of the supervisor to maintain
the security of the test materials at all times, even after
the test has been administered. Each part of the SLEP test
contains sample questions. The sample questions in this
manual may also be used to acquaint students with the
format of the test.
Seating
In devising a seating plan for the administration
of the SLEP test, the following guidelines should be
considered:
17
Equipment Preparation
Because a script for the Listening Comprehension section is
not provided with the test materials, it is essential that the
playback equipment be in working order.
If the playback equipment works well but the actual test
recording is not satisfactory the first time it is used, print
defective on the label and return the CD to ETS with a
letter describing the defect. (Depending on when the defect
is discovered, you may have to postpone the administration.)
It is usually helpful to use an external loudspeaker
that is, a separate speaker not built into the CD player.
An external loudspeaker should always be used if more than
15 students are to be tested. Most CD players are equipped
with an earphone jack. To connect the external speaker, plug
the speaker wire into the earphone jack on the CD player.
External speakers of radio and other stereo equipment can
usually be used for this purpose.
4'
X
6' or less
4'
X
4'
Plan III: tables
4'
X
4' X
4'
writer/recorder of answers
18
19
The first section of the test is Listening Comprehension. All the directions for this section
are given on the recording you will hear in a
moment. At the beginning of the recording,
each of the speakers will make an introductory
statement. If you cannot clearly hear these
statements, raise your hand immediately so I
can make adjustments. Once the test begins, I
cannot make any changes.
Find the answer spaces for Section 1 on your
answer sheet. Now open your test book to the
directions for Section 1 and read along as they
are read on the CD.
Collect the test books and then the answer sheets; be sure
you have the correct number of each. As you collect the
answer sheets, check to be certain that each examinee has
completed the identification information at the top of the
answer sheet. When you can account for all materials,
dismiss the students.
20
21
Collect the test books and then the answer sheets. As you
collect the answer sheets, check to be certain that each
examinee has completed the identification information
at the top of the answer sheet. When you are sure you have
the correct number of test books and answer sheets, dismiss
the students.
22
Scaled Scores
Scores for the SLEP test consist of a score for each section
and a score for the total test. In order to interpret the scores,
the raw scores (number of correct responses) for each section
of the test must be converted to scaled scores. Scores for
each form of SLEP are on the same common scale. SLEP
scaled scores are neither the number nor the percentage
of questions answered correctly. They provide a common
yardstick on which to evaluate how well a student performed
on that section of the test, regardless of the particular form
that was administered.
For all forms of SLEP, the minimum and maximum scaled
scores are the following:
Lowest Scaled
Score
Highest Scaled
Score
Listening
Comprehension
10
32
Reading
Comprehension
10
35
Total
20
67
Percentile Ranks
Comparing a students scores to the known minimum and
maximum possible scores provides limited information;
more appropriate comparisons can be made by referring
to percentile ranks. The percentile ranks for SLEP scores
shown on page 27 can be used to compare one students
23
Reading Comprehension
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
74
73
72
71
32
31
30
29
35
34
33
32
31
11
10
10
10
10
70
69
68
67
66
29
28
27
27
26
30
29
28
27
26
65
64
63
62
61
25
25
24
23
23
60
59
58
57
56
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
71
35
35
34
33
32
31
20
20
19
19
18
10
10
10
10
10
70
69
68
67
66
35
35
35
35
34
30
29
28
27
26
18
17
17
16
16
25
24
23
22
21
10
10
10
10
10
65
64
63
62
61
34
34
33
33
33
25
24
23
22
21
15
15
15
14
14
22
22
21
21
20
20
19
18
17
16
10
10
10
10
10
60
59
58
57
56
32
32
31
31
30
20
19
18
17
16
13
13
12
12
11
55
54
53
52
51
19
19
18
18
17
15
14
13
12
11
10
10
10
10
10
55
54
53
52
51
30
29
29
28
28
15
14
13
12
11
11
10
10
10
10
50
49
48
47
46
17
17
16
16
15
10
9
8
7
6
10
10
10
10
10
50
49
48
47
46
27
27
26
26
25
10
9
8
7
6
10
10
10
10
10
45
44
43
42
41
15
14
14
14
13
5
4
3
2
1
10
10
10
10
10
45
44
43
42
41
25
24
24
23
23
5
4
3
2
1
10
10
10
10
10
40
39
38
37
36
13
12
12
12
11
10
40
39
38
37
36
22
22
22
21
21
10
24
Reading Comprehension
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
74
73
72
71
32
31
30
30
35
34
33
32
31
13
13
12
12
11
70
69
68
67
66
29
29
28
28
27
30
29
28
27
26
65
64
63
62
61
27
26
26
25
25
60
59
58
57
56
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
71
35
35
34
33
32
31
17
17
17
16
16
11
11
10
10
10
70
69
68
67
66
34
33
32
31
30
30
29
28
27
26
15
15
15
14
14
25
24
23
22
21
10
10
10
10
10
65
64
63
62
61
29
29
28
28
28
25
24
23
22
21
13
13
12
12
12
25
24
24
23
23
20
19
18
17
16
10
10
10
10
10
60
59
58
57
56
27
27
27
26
26
20
19
18
17
16
11
11
10
10
10
55
54
53
52
51
22
22
21
21
20
15
14
13
12
11
10
10
10
10
10
55
54
53
52
51
25
25
25
24
24
15
14
13
12
11
10
10
10
10
10
50
49
48
47
46
20
20
19
19
18
10
9
8
7
6
10
10
10
10
10
50
49
48
47
46
23
23
23
22
22
10
9
8
7
6
10
10
10
10
10
45
44
43
42
41
18
17
17
16
16
5
4
3
2
1
10
10
10
10
10
45
44
43
42
41
21
21
21
20
20
5
4
3
2
1
10
10
10
10
10
40
39
38
37
36
15
15
15
14
14
10
40
39
38
37
36
20
19
19
18
18
10
25
Reading Comprehension
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
74
73
72
71
32
31
30
29
35
34
33
32
31
11
11
10
10
10
70
69
68
67
66
28
28
27
27
26
30
29
28
27
26
65
64
63
62
61
26
25
24
24
23
60
59
58
57
56
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
71
35
35
34
33
32
31
19
19
18
18
17
10
10
10
10
10
70
69
68
67
66
34
33
33
32
32
30
29
28
27
26
17
16
16
16
15
25
24
23
22
21
10
10
10
10
10
65
64
63
62
61
31
31
31
30
30
25
24
23
22
21
15
14
14
13
13
23
22
22
21
21
20
19
18
17
16
10
10
10
10
10
60
59
58
57
56
29
29
29
28
28
20
19
18
17
16
12
12
11
11
10
55
54
53
52
51
20
20
19
19
18
15
14
13
12
11
10
10
10
10
10
55
54
53
52
51
27
27
27
26
26
15
14
13
12
11
10
10
10
10
10
50
49
48
47
46
18
18
17
17
16
10
9
8
7
6
10
10
10
10
10
50
49
48
47
46
26
25
25
24
24
10
9
8
7
6
10
10
10
10
10
45
44
43
42
41
16
15
15
14
14
5
4
3
2
1
10
10
10
10
10
45
44
43
42
41
23
23
23
22
22
5
4
3
2
1
10
10
10
10
10
40
39
38
37
36
13
13
12
12
12
10
40
39
38
37
36
21
21
20
20
20
10
26
Listening
Comprehension
Reading
Comprehension
Total Test
Scaled
Score
% with
Lower
Score
Scaled
Score
% with
Lower
Score
Scaled
Score
% with
Lower
Score
32
31
30
99+
99+
98
35
34
33
99+
99+
99+
67
66
65
99+
99+
99+
43
42
41
56
52
49
29
28
27
94
87
80
32
31
30
99+
98
96
64
63
62
99+
99+
99+
40
39
38
46
43
40
26
25
24
75
68
64
29
28
27
95
92
88
61
60
59
99+
98
97
37
36
35
36
33
30
23
22
21
58
53
47
26
25
24
84
78
73
58
57
56
96
94
93
34
33
32
27
25
23
20
19
18
42
38
33
23
22
21
67
59
54
55
54
53
91
88
86
31
30
29
20
18
16
17
16
15
29
25
22
20
19
18
48
39
33
52
51
50
83
80
77
28
27
26
13
11
10
14
13
12
18
15
11
17
16
15
25
20
14
49
48
47
74
71
68
25
24
23
8
6
4
11
10
14
13
12
9
6
4
46
45
44
65
61
58
22
21
20
3
2
11
10
Scaled
Score
27
% with
Lower
Score
Confidentiality of Scores
Scores obtained by persons taking the Secondary Level
English Proficiency Test should be released by the institution
administering the test only with the informed consent of the
individuals. Under federal privacy legislation, institutions
are obligated to maintain data about an individual, such as
test scores, on a secure basis and to limit access to such data
to authorized recipients. Each student should be informed
that certain faculty members and others directly concerned
with the students education may have access to this
information. Summary data or combined data for groups of
examinees should be released with discretion to appropriate
groups or agencies and only for the purpose intended.
28
References
DiFiore, J. V. Specifications for a listening-dictation itemtype. University of Florida, unpublished masters thesis,
1980.
The author analyzed 56 SLEP multiple-choice dictation
items provided by ETS in order to determine the characteristics
of discriminating items. The items that functioned best had
distractors that resembled their keys in four areas: word
position, syntax, semantics, and phonology. Good distractors
used the same word as the key at the beginning and at
the end of the sentence. They also used parallel syntactic
constructions.
29
References (continued)
Wilson, K. M., and Graves, K. An Assessment of ValidityRelated Properties of the Secondary Level English
Proficiency Test and Measures of ESL Speaking and
Writing Abilities in the Temple University-Japan Context.
Princeton, NJ: Educational Testing Service, 1995.
This study was concerned with analyzing interrelationships among measures of basic ESL macroskills,
namely, Listening Comprehension (LC) and Reading
Comprehension (RC) scores provided by the correspondingly
labeled sections of the SLEP test; ratings of ESL speaking
proficiency based on locally developed interview procedures;
and ratings of ESL writing proficiency based on locally
collected writing samples. The analyses were based on
data for some 1,600 native-Japanese speakers applying for
admission to Temple University-Japan, which offers an
English-medium program of academic instruction.
30
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