Running Head: TEST REVIEW

Test Review: TOEFL, IELTS, ACT Compass ESL Test

Kathleen Hamel
Colorado State University

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Introduction
More and more students from around the world want to study at international institutions,
many of which require knowledge and application of the English language. These institutions
then need to be able to assess students abilities to perform at the level necessary to excel in their
programs. Assessments, like tests or other alternative types, provide this information to
administration, teachers and students of what has been learned and what needs to be learned
(Miller, Linn, & Gronlund, 2009). In order to be admitted into a university, the most appropriate
assessment is through various English proficiency exams. The purpose of placement exams is to
determine whether students possess the necessary language to succeed at a university (Stoynoff
& Chapelle, 2005).
The university setting is of particular interest to me as a future ESL teacher. My shortterm goals are to be able to teach students who are directly coming from various international
countries who need to improve their English skills before moving onto their field-specific study.
Therefore, for this paper, I will be reviewing the Test of English as a Foreign Language Internet
Based Test, the International English Language Testing System and the ACT Compass ESL
Placement test. The reason why I decided on these three tests is because they all claim to have a
similar purpose, that is, to be used to make decisions about non-native speakers of English
(NNSE) who want to be admitted to English-medium universities. Through this review, I hope to
gain an understanding of how these tests are structured, the reliability and validity of these tests
and to understand the concerns, apprehensions, and questions that students might have about
these exams.

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Test of English as a Foreign Language Internet Based Test (TOEFL iBT)

Publisher: Educational Testing Service
Brigham Library Mail Stop 07J
Roedale Road
Princeton, NJ 08541
1-609-734-5667
https://www.ets.org/test_link/contact/
Publication Date: 2005
Target Population:NNSE who plan to use English at the university level
Cost: Fees vary by location, currently $190 in the U.S.
Overview
Initially starting off as a paper-based assessment, the TOEFL iBT is now the most current
version of the TOEFL and is entirely an Internet-based assessment. The TOEFL iBT seeks to
measure test takers ability to use and understand English at the university level (About the
TOEFL). On its website, the TOEFL iBT also claims to be the most widely respected and
recognized test in major English-speaking countries, i.e. United Kingdom, United States and
Australia. A more thorough description of the TOEFL iBT is given below (see Table 1).
Table 1: Extended Description of TOEFL iBT
Test Purpose

The purpose of the TOEFL iBT test is to assess NNSE who plan
on using English in an academic setting. According to Jamieson,
Jones, Kirsch, Mosenthal and Taylor, 2000, The test will measure
examinees English-language proficiency in situations and tasks
reflective of university life (as cited in TOEFL iBT test
framework, 2010, p. 2).

Test Structure

The TOEFL iBT is administered via a computer from a secure,

international, Internet-testing network (TOEFL iBT test
framework, 2010, p. 2). The TOEFL is broken up into four sections:
Reading, Listening, Speaking, and Writing. The total time for all four
sections is about four hours.
Test takers have about 60-90 minutes to complete the Reading
section. This section consists of about 3-5 reading passages that have

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approximately 700 words each; each passage has about 12-14

questions, totalling 36-70 questions. Each passage provides all the
information needed, are university-level texts and are authentic texts.
For the Listening section, test takers listen to 4-6 lectures and 2-3
conversations, lasting 3-5 minutes and 3 minutes long, respectively.
The Listening section is comprised of 34-51 questions items and test
takers have 60-90 minutes to complete this section. The goals of this
section are to assess test takers ability to understand spoken English
in an academic setting (p. 3).
The Speaking section lasts 20 minutes long and consists of six
tasks. For two of these tasks, they are considered independent and
no oral or written materials are received by the test taker; for this
part, test takers respond to a familiar topic. The other four tasks focus
on integrated skills: two are responding to written and oral input, and
the other two are responding to an oral input. This section assess
students ability to respond in academic settings, in and out of the
classroom.
The Writing section consists of two tasks and lasts for 50 minutes.
These two tasks, one independent and one integrated, measure ones
ability to write in an academic setting. For the independent task,
students are given a general question where they must develop their
opinion on an issue with support. Then, for the integrated task,
students read a passage and then listen to a lecture about opposing
ideas and write how the important points relate to one another.
(TOEFL iBT test framework, 2010)
Scoring of Test

The TOEFL iBT is scaled on a range from 0-120, with 120 being
the highest. Each testing section (Reading, Listening, Speaking and
Writing) is scaled from 0-30.
For the Reading section, there are two types of multiple-choice
questions: one that has a single correction answer and one that has
more than one answer, which lends itself to partial-credit scoring.
The Writing section is the same, with having more single criterion
questions.
The Speaking and Writing sections are scored a bit differently
with rubrics. Both rubrics are holistic and a 4-point rubric is used for
the Speaking section, while a 5-point rubric is used for the Writing
section. In order to maintain reliability, raters must have appropriate
qualifications and must pass a calibration test before they begin
rating.
(TOEFL iBT test framework, 2010)

Statistical Distribution
of the Scores for
Normed Group

Educational Testing Service (ETS) conducted a standard-setting

study in 2004 at five North American universities, with both graduate
and undergraduate students. The calculated results are below:
Mean
Std. Dev.

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Reading
Listening
Speaking
Writing
Total

20.4
15.8
22.4
23.4
82.0

0.89
1.6
1.5
2.3
4.3
(Results of standard, 2005)

Standard Error of
Measurement

The Standard Error of Measurement (SEM) as reported from TOEFL

is reported below:
Scale
SEM
Reading
0-30
3.35
Listening
0-30
3.20
Speaking
0-30
1.62
Writing
0-30
2.76
Total
0-120
5.64
(Reliability and comparability, 2011)

Evidence for
Reliability

The reliability scores are provided below.

Reliability Score
Reading
0.85
Listening
0.85
Speaking
0.88
Writing
0.74
Total
0.94
Reading, Listening and Speaking are all considered to be fairly
reliable since their scores are all above 0.75. The Writing score on the
other hand is not as reliable as it scores 0.74. According to ETS,
This is a typical result with only two writing tasks (p.5) . They
claim that a higher reliability would be provided if the writing tasks
were shorter and less time-consuming. Despite this, they claim that in
order to test for an academic setting, extended responses are
necessary.
(Reliability and comparability, 2011)

Evidence for Validity

For the TOEFL iBT test, the validation of their test has been
ongoing since the creation of their test in the 1970s. The ways in
which ETS claims the TOEFL is valid is that: the content is relevant
to the types of tasks and tests that test takers will encounter in a
university setting, the performance on the test is related to one's
academic language proficiency and the test results are used and
interpreted appropriately. (Validity evidence, 2011)
This is confirmed by Chapelle, Enright and Jamieson (2008) in
their book Building a Validity Argument for the Test of English as a
Foreign Language. Chapelle demonstrates that the evaluation of the
tasks reflect the respective targeted language abilities and that the

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observed scores from the TOEFL iBT demonstrate a students

success in academic language proficiency.
International English Language Testing System (IELTS)
Publisher: British Council, IELTS Australia Pty Ltd and the Cambridge English Language
Assessment
Bridgewater House
58 Whitworth Street
Manchester
M1 6BB
+44 (0)161 957 7755
http://takeielts.britishcouncil.org
Publication: 1989
Target Population: NNSE who want to be accepted into an university where English is needed
Cost: $225 USD, varies by country
Overview
Beginning in 1980, originally as the English Language Testing Service (ELTS), it has since
transformed into the IELTS in 1989. The IELTS exam takes on two forms: Academic and
General Training; for the purposes of this paper, I will only be focusing on Academic. This
Academic test seeks to assess learners based on academic content and focuses on academic
domains of language use. The IELTS can be computer-based or paper-based. A more thorough
description of IELTS is given below (see Table 2).
Table 2: Extended Description of IELTS Academic
Test Purpose

The IELTS Academic test is for test takers who want to study at a
university where English is primarily used or for those who want to
join a professional organization. According to the British Council, the
IELTS Academic test measures English language proficiency
needed for an academic, higher learning environment (Understand
the IELTS).

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Test Structure

The IELTS Academic test is broken up into four, equally weighted

sections: Listening, Reading, Writing and Speaking. The total time to
take the test is approximately three hours.
The Listening section lasts 40 minutes, giving students 10 minutes
within that time period to transfer answers to their answer sheet.
Students listen to four recorded monologues and conversations. The
Listening consists of 40 items related to the four recordings.
The Reading section also contains 40 question items (IELTS
assessment). The Reading section consists of three long reading
passages with specific tasks following each. The passages are
claimed to be authentic, coming from books and newspapers, and
also include non-text types, like graphs and illustrations. The texts in
this section also range factual to analytical. Test takers are given 60
minutes for this section.
For the Writing section, test takers are also given 60 minutes to
complete two writing tasks. In the first task, test takers are asked to
summarize, and explain a non-text type, i.e. table, graph, or diagram
in at least 150 words. For the second task, students are required to
write at least 250 words in a short essay form about an issue
providing relevant evidence. Both tasks are expected to be written in
a formal style.
Finally, the Speaking task is much shorter, with only 11 to 14
minutes to complete and is recorded. The Speaking task is reciprocal
in nature as students are asked to complete a face-to-face interview
(Bachman & Palmer, 2010). In this interview, students answer short
questions about a familiar topic in a structured discussion.
(Understand the IELTS)

Scoring of Test

The IELTS Academic is scored on a 9-band scoring range, 0-9

with 9 being the highest score. All sections (Listening, Speaking,
Reading and Writing) are recorded on this 9-band scale and the totals
for the four sections are then averaged for the final score since each
section is equally weighted. Each band, and its subsequent numerical
identifier, is given an identified skill level which are: expert, very
good, good, competent, modest, limited, extremely limited,
intermittent, non-user and did not attempt (Understand how to
calculate). Students can be rated at whole bands (i.e. 9) or half bands
(i.e. 8.5).
For the Listening section of the test, there are multiple choice
questions, and limited response questions. All questions have one
correct answer for students to receive one point for each. Similarly,
the Reading section is scored with one correct answer for multiple
choice and limited response questions. The tallied scores are then
converted into the 9-band system.
Unlike Listening and Reading, the Writing section is scored based
on four criteria: Task Achievement, Coherence and Cohesion,

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Lexical Resource and Grammatical Range and Accuracy. Each of

these criteria are then assessed on the 9-band scale, adhering to an
analytical rubric. According to the page on Understand the Writing
test, the second task is worth twice as much as the first task, most
likely due to the response being longer than the first.
Similarly to the Writing section, the Speaking section is also
assessed on four criteria: Fluency and Coherence, Lexical Resource,
Grammatical Range and Accuracy and Pronunciation (Understand
the Speaking) and is scaled on the 9-band scale. The Listening and
Speaking section is the same for both IELTS Academic and IELTS
General.
(IELTS assessment)
Statistical Distribution
of the Scores for
Normed Group

IELTS gives multiple versions of each of their sections yearly. They

provided reliability estimates and other statistical data for some of
these versions for 2014. The calculated results are below:
Reading
Listening
Speaking
Writing

Mean
6.0
6.1
-

Std. Dev.
1.2
1.3
-

For both Speaking and Writing, the mean and standard deviation
were not reported.
(Test performance, 2014)
Standard Error of
Measurement

The Standard Error of Measurement (SEM) as reported from IELTS

is reported below:
Scale
SEM
Reading
0-9
0.38
Listening
0-9
0.39
Speaking and Writing
0-9
According to IELTS, since Speaking and Writing are not item-based,
they cannot be reported in the same manner as Reading and
Listening, which is why they are combined above. Despite this,
IELTS did not provide an SEM for these sections, rather deemed an
SEM of 0.23 for the overall Academic and General IELTS test.
(Test Performance, 2014)

Evidence for
Reliability

The IELTS test used Cronbachs Alpha to provide information for

the reliability of its tests. As mentioned above, multiple versions are
provided for each section. Under Test Performance, IELTS
provided over 40+ versions and their subsequent Alpha for their
Listening versions for 2014, which averages to be 0.91. This estimate

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demonstrates a high level of internal consistency. The same is given

for the Academic Reading version, which averages to be 0.90.
As described above, Speaking and Writing were reported
differently as was their reliability. For these sections, experimental
generalizability studies were conducted by Shaw (2004) and Taylor
and Jones (2001). Their G-studies, which were based on examiner
certification data, estimated coefficients of 0.83-0.86 for Speaking
and 0.81-0.89 for Writing.
In order to provide a cautious estimate for their overall
reliability, a composite reliability score was used, which yielded a
result of 0.96 for both Academic and General IELTS tests; at face
value, this would appear to be highly reliable, but it is difficult to
distinguish whether the Academic test could be deemed reliable.
(Test Performance, 2014)
Evidence for Validity

One way that IELTS ensured validity of their tests was through
research comparing students relationship with their GPA and the
IELTS sections of the test. Overall there was mixed results to the
relationships of each. For example, there was a strong correlation
between Listening and Reading scores and students GPAs, while
there was not a correlation with their Speaking and Writing scores
(Humphreys, Haugh, Fenton-Smith, Lobo, Michael & Walkinshaw,
2012). This means that only students Listening and Reading scores
might predict their grades in those subsequent areas.
An additional study, which looked at students IELTS scores and
their acceptance and progress in postgraduate universities, noted that
opinions about the extent to which English proficiency test scores
could be relied upon to indicate that an individual student was
capable of successful study ... were contentious (Lloyd-Jones,
Neame & Medaney, 2011, p. 158). This once again shows that the
relationship between students scoring on the IELTS and their success
in academic settings are not significantly related.

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ACT Compass ESL Placement Test

Publisher: ACT Educational Services Division
2201 North Dodge St.
Iowa City, IA 52243-0168
319-337-1000
http://www.act.org/esl/index.html
Publication Date: 1999
Target Population: High school students who are NNSE who want to attend university where
English is needed
Cost: $450 per campus for COMPASS/ESL annual license, cost per test taker varies
Overview
ACT began assessing college-bound students in 1959, while the ACT Compass test was not
launched until 1983. The ACT Compass test has a few different subjects that are assessed, but
for the purposes of this paper the ACT ESL placement test will be the focus. These subject-based
tests are used for postsecondary institutions to place students into the appropriate course-level;
the Compass test is actually sold to institutions who want to use it to place students into ESOL
or mainstream courses (Stoynoff & Chapelle, 2005).
Table 3: Extended Description of ACT Compass ESL Test
Test Purpose

The ACT ESL Compass test (ACT ESL) contains three untimed
English proficiency tests: Grammar/Usage, Reading and Listening,
with an optional e-Write (Essay) option. The purpose of the ACT
ESL test is to place students in the appropriate IEP classes or
university courses according to their skill level. This test assesses a
students ability to understand Standard American English. It is a
computer adaptive college placement test; it is adaptive because
questions are tailored to test takers depending on their responses to
previous questions.
(About ACT Compass)

Test Structure

The ACT ESL has four sections: Listening, Reading,

Grammar/Usage and Essay. Three of the four sections are not timed,
but students typically take about 20 minutes on each. The Listening,
Reading, and Grammar/Usage sections are all multiple-choice with
about 10-15 items long (Stoynoff & Chapelle, 2005).
The Listening section of the test is structured from easiest to

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hardest, meaning that each tasks increases with the rate of speech,
vocabulary, dictation and use of idiomatic and metaphorical
language. The purpose of this is to allow lower-proficiency level
students to be able understand dialogue that students might encounter
in face-to-face situations because a native speaker is likely to modify
their speech. Then as the tasks get more difficult, test takers are
assessed on their ability in the likelihood of encountering dialogues
that are to mimic real-life conversations.
The Reading section of the test is also structured from easy to hard
tasks. The easier tasks include common knowledge topics without the
use of idioms or metaphors, while the more difficult tasks include
academic or, possibly, unfamiliar contexts. Students read passages
about these varying topics which are then assessed by multiple-choice
items. Background knowledge should not be necessary in order to
understand the passages, and they are authentic materials appropriate
for ESL learners. Test takers are assessed on the ability to refer and
reason.
The Grammar/Usage section of the text assesses a students ability
to recognize and manipulate English in two main categories: sentence
elements and sentence structure and syntax. All items are in a
multiple-choice format and assess their English grammar and usage
within context. Examples of sentence elements include different verb
tenses and aspects, using subjects/objects correctly and writing
conventions. Examples of sentence structure and syntax include: verb
agreement, word order and use of various types of clauses.
The Essay section of the test is the only component that is timed
and test takers have 30 minutes to complete this section. The writing
sample asks task takers to write about a specific issue, which this
must take a position on, support with examples in an organized
manner with correct grammar and mechanics. This issue is a common
aspect of everyday life where test takers do not need background or
specialized knowledge in order to successfully respond to the prompt.
(About ACT Compass)
Scoring of Test

Each of the four areas of this test is scored into five different
levels, which are Pre-Level 1, Level 1, Level 2, Level 3 and Level 4.
Each students report includes both a proficiency descriptor and the
Listening, Reading and Grammar/Usage tests are given a numeric
score, on a scale from 1-99.
The Essay section of the test is scored on a 6-point analytic
scoring rubric. The purpose of using an analytic rubric is to provide
more specific and, potentially, diagnostic information regarding
specific writing strengths and weaknesses (Answers to
frequently). The analytic scores focus on: development, focus,
organization, language use and mechanics and are weighted 35%,
10%, 15%, 35% and 5%, respectively. The analytic scores are then

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11

weighted and summed, to provide an overall score that ranges from

2-12.
Since this is an adaptive test, each student has the possibility to
answer a different amount of questions. Therefore, the
Grammar/Usage, Reading and Listening tests are reported as
estimates of the percentage of items in each administered content
domain or test pool (p. 99). The scoring of these sections takes into
account the probability of guessing and the difficulty of the questions.
(Internet Version)
Statistical Distribution
of the Scores for
Normed Group

ACT conducted a validity study which included 50 schools from

across the US which was conducted from September 1999 to June
2001. The calculated results are below:
Mean
Reading
64.1
Listening
67.8
Grammar/Usage 64.1

Std. Dev.
16.7
18.3
16.7
(Internet Version)

Standard Error of
Measurement

The conditional SEM given by ACT was provided for the three
lengths of the test, standard, extended and maximum, given in 5-point
intervals for Reading, Listening and Grammar. The results below are
the averaged SEM for the maximum length of the test.
Reading
Listening
Grammar/Usage

Scale
25-90
25-90
25-90

SEM
6.2
6.9
5.4
(Internet Version)

Evidence for
Reliability

The reliability scores below are averaged between the standard,

extended and maximum length of the adaptive tests. Since Reading
and Grammar/Usage are passaged-based, they are only presented in
two lengths, standard and maximum, and have been averaged as such.
Reliability Score
Reading
0.89
Listening
0.87
Grammar
0.88
(Internet Version)

Evidence for Validity

ACT released researched which showed that, based on the ACT

ESL test, students were being placed into the correct courses. After
administering a Likert-scale to instructors who had incoming
students, the results indicated the students were being placed in the
right courses (Answer to frequently). Despite their confidence, no
methodology or numerical results were given, which questions the

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validity of the research itself.

Outside research was conducted by Scott-Clayton (2012) to see if
certain high-stakes placement exams would predict college success.
Although her research doesnt specifically look at the ACT Compass
ESL exam, it looks at the success of the Compass tests (since there
are multiple types) overall. The findings concluded that there is a
weak relationship between students scores and their ability to do
well in college courses; it was noted that for English classes
especially it was not predictive of students doing well in their
courses.
Discussion
As previously mentioned, the above three tests are all placement exams that assess a
students proficiency and are used for admissions purposes for postsecondary institutions. These
tests expect that the results will demonstrate a students success in their respective program or
institution. After researching all three, there are apparent strengths and weaknesses to each.
A strength of the TOEFL iBT is its ability to integrate tasks for its test takers. This is
important because in an academic context, the skills that are tested (i.e. Reading, Writing,
Listening and Speaking) are not individualized and separate; therefore, this test provides an
accurate representation of its target language use domain: an academic setting. Another strength
of the TOEFL iBT is that it has more than one study that demonstrates its reliability and validity.
This research shows that students are being tested on relevant topics and that their scores could
demonstrate their ability to excel in these postsecondary institutions. The biggest drawback to the
TOEFL iBT is that it is computer-based. If test takers are using QWERTY keyboards, and are
not used to them, this could be time consuming for the test takers and take away from their time
to complete the necessary tasks.
IELTS, on the other hand, can be taken either with a computer or with paper, which
allows test takers to choose what they are most comfortable with. Another advantage of the
IELTS is that provides authentic materials to its test takers. Because of this, students are then

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being assessed with materials that they could encounter in the real-world. Despite this, IELTS
does not provide researchers with all data related to their standard error of measurement which
makes it difficult to provide an accurate overview of the test itself.
Finally, the ACT ESL test does not provide an overview of the students capabilities for
universities. What I mean by this is they dont require assessment of students speaking abilities,
and the writing section is even optional. Without these two critical skills, which are mainly
production based, how would an admissions committee truly be aware of the students ability to
complete tasks in the classroom. Another shortcoming of the ACT ESL test is that its only
multiple choice, so once again it does not require much of the student in terms of production.
However, the ACT ESL test is the cheapest and least time consuming of the three.
My advice for students who plan on taking these tests is to look at the university in which
you wish to attend to find out what tests they accept. If these universities do not have a
preference then I recommend the TOEFL iBT test because it has the most integrative skills and is
highly reliable and valid.

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14

References
ACT Educational Services. (n.d.). Internet version reference manual. Retrieved from
https://www.act.org/content/dam/act/unsecured/documents/CompassReferenceManual.pdf

ACT Educational Services. (n.d.). Answers to frequently asked questions about COMPASS
e-Write & ESL e-Write. Retrieved from
http://www.act.org/content/dam/act/unsecured/documents/Compass-ewritefaq.pdf
Bachman, L., and Palmer, A. (2010). Language assessment in practice. New York, NY: Oxford
University Press.
Chapelle, C. A., Enright, M. K., and Jamieson, J. M. (2008). Building a validity argument of the
test of English as a foreign language. New York, NY: Routledge.
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Humphreys, P., Haugh, M.m Fenton-Smith, B., Lobo, A., Michael, R. and Walkinshaw, I.
(2012).
Tracking international students English proficiency over the first semester of
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(11). Retrieved from
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