New ELT study takes aim at “less traditional” tests
The report by the Universities of Dundee and Cambridge highlights concerns about “the preparedness of students admitted through less traditional tests” as well as worries about the “security, validity and perceived inadequacy” of tests run by Duolingo and Oxford Education Group (OIEG).
The study draws on evidence from 50 UK universities, though its critics point out that many of the statements seem to be based on qualitative perspectives and anecdotal evidence from a small sample – comments that the report’s authors have hit out against.
It is causing disturbance in the ELT world, with Duolingo highlighting that four out of the five authors are affiliated with a “single competitor test” – the IELTS test. For their part, the report’s authors have maintained that the study was carried out objectively.
The study found the IELTS test to be widely regarded as the “common currency” of SELT, “largely due to the high level of trust in IELTS as a reliable and valid measure of language proficiency”, said the authors.
The most widely accepted English language test by UK universities, IELTS, is co-owned by IDP, Cambridge University Press and the British Council.
Other tests including TOEFL, C1 Advanced, and the Pearson Test of English (PTE), were found to be accepted by a high number of the institutions surveyed, while Duolingo was only accepted by six universities.
“Unfortunately, this study is based on the perceptions of a small group and relies on outdated views rather than robust empirical evidence,” a spokesperson for Duolingo told The PIE News in response to the findings.
They commented: “Every Ivy League university accepts the Duolingo English Test (DET), as do a third of Russell Group institutions and over 5,900 institutions worldwide,” adding that the DET “combines academic rigour and integrity with accessibility and affordability”.
Meanwhile, English testing expert Michael Goodine advised test takers “to keep in mind that the criticisms mentioned in the study are anecdotal and not presently supported by comparative data”.
What’s more, at the time of the survey, Duolingo was only accepted at six universities, compared to IELTS. which was accepted at all 50.
Given the experiences of surveyed staff sharing their worries about declining standards of English: “Clearly, then, Duolingo isn’t the problem,” suggested Goodine. “Maybe the traditional tests are also problematic,” he posed.
For its part, Cambridge University Press & Assessment maintained the study was independently peer-reviewed, objecting to comments about the research being conducted on a “small” group or to their views being “outdated”.
“The researchers did not seek views on any specific test,” said the spokesperson, adding that interviewees were asked about their personal experiences with the tests, changes since the pandemic, internal decision-making processes around test selection and their experience of the English levels of students admitted with such tests.
“We hope this evidence will help universities to consider the relative merits of different modes of language assessment. Now is the time to put quality first,” they added.
Maybe the traditional tests are also problematic
Michael Goodine, Test Resources
The report’s authors note that the shift to online learning and testing during the pandemic “has led to a perceived decline in language standards, with many staff members worried that students are not meeting the necessary threshold for successful academic engagement”.
“The lack of transparency and external validation, especially for newer tests, exacerbates these concerns, as many of these tests provide little evidence of comparability beyond marketing information,” they say, calling for universities to use evidence-based approaches when selecting which English language tests to use.
In addition to the choice of test, much of the report is dedicated to findings highlighting the growing concerns among university personnel about the declining English language proficiency of international students.
When asked to evaluate the academic literacy of the international students they teach, 44% of respondents said it was ‘poor’, 47% deemed it to be ‘mixed’ or ‘varied’, with less than 10% judging it to be ‘good’.
“Admitting students without sufficient English jeopardises their educational experience and places strains on institutions and faculty,” said Pamela Baxter, managing director for IELTS at Cambridge University Press & Assessment.
“These are some of the highest stakes exams around – that enable people to migrate and study”, said Baxter, adding that international students comprise 23% of the UK’s total student population, and “greatly enrich” universities, but must be admitted with the right standards.
The study finds a “great divide” between EAP and academic staff placing a greater emphasis on test validity and language proficiency, as compared to recruitment and admissions personnel who tend to priorities accessibility and cost.
Such a disparity highlights the “need for a more integrated approach to decision-making”, the authors argue.
The report comes as the UK SELT sector is bracing for a dramatic overhaul, caused by the government’s ongoing development of a dedicated Home Office English Language Test (HOELT), for which a tender process is currently underway.
Most recently, the Home Office launched a fourth round of market engagement about digital testing, exploring the viability of incorporating remote testing into the HOELT service.
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