Test Manual

For use with Forms 4, 5, and 6 only

Listening. Learning. Leading.

Secondary Level English Prociency Test

The SLEP Test Manual has been prepared for guidance counselors, English-as-a-secondlanguage teachers, department chairs, evaluation specialists, foreign student advisors, admissions ofcers, 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 prociency 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 difculty 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.

Your questions, comments, and/or suggestions will be most welcome. Please contact us by
Mail: Educational Testing Service SLEP Inquiries PO Box 6156 Princeton, NJ 08541-6156, USA 609-771-7206 609-771-7835 slep@ets.org www.ets.org/slep

Phone: Fax: E-mail: Web site:

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 afliated with, the College Board and the Graduate Record Examinations Board.

Copyright 2008 by Educational Testing Service. All rights reserved. ETS, the ETS logos, LISTENING. LEARNING. LEADING., Graduate Record Examinations, SLEP, and TOEFL are registered trademarks of Educational Testing Service. College Board is a registered trademark of the College Entrance Examination Board. Educational Testing Service is an Equal Opportunity/Afrmative Action Employer.

Table of Contents
OVERVIEW OF THE SLEP PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purpose and Use of the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technical Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Administering the SLEP Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ordering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Materials Provided by the SLEP Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 5 5 6 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

SCORING THE ANSWER SHEETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 INTERPRETING SLEP SCORES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scaled Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Percentile Ranks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Score Conversion Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Percentile Ranks Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 23 23 24 27

ADDITIONAL FACTORS TO CONSIDER IN USING SLEP SCORES . . . . . . . . . . . . . . . . . . . . . . . . 28 Condentiality of Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Local Validation Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Overview of the Secondary Level English Prociency (SLEP) Program

Description
The SLEP test is norm referenced. Users can therefore compare student results with those of other students in similar situations. Interpretive data provided in this manual and in the technical supplement permit comparisons between students with similar characteristics such as age, grade, language background, and exposure to English. The multiple-choice format was chosen primarily to ensure reliability of results through standardization of administrations and to eliminate reliance on the subjective judgments of raters. The SLEP test was developed by staff at Educational Testing Service with the advice and assistance of a committee of examiners composed of secondary school ESL teachers with extensive experience teaching English to adolescent students. The rst task in designing the test was to select the overall specications and types of questions to be used. Of the many types considered, eight were chosen. The test is divided into two sections, each containing four types of questions. For the rst section, the four types of questions all use recorded samples of spoken English to test listening comprehension and do not rely heavily on written material. The four question types in the second section, Reading Comprehension, are based on written or visual materials. Section 2 includes written questions based on a cartoon, written questions based on line drawings, three multiple-choice cloze passages, and a literary passage followed by questions on its content. This section also measures vocabulary and grammar. The choice of material for the SLEP test was based on an analysis of actual materials designed for use in American classrooms (grades 712). In the case of some questions, particularly the conversations used in the Listening Comprehension section, every effort was made to use situations representative of those encountered by students in American secondary schools. Thus, some questions are based on conversations that take place in various parts of a school and deal with events that occur in each location. Conversations may also deal with extracurricular activities and academic subjects. Test questions in both sections of the SLEP test are based on information presented in or easily inferred from the questions or from the associated passages or pictures. Knowledge of specic subject matter is not tested, and there are no questions that rely on literary knowledge, literary analysis, or linguistic terminology. Prior to nal assembly of the test, all questions were extensively pretested in pilot administrations. Only those questions meeting rigid requirements for levels of difculty and discrimination power were accepted for use in nal editions of the test. For additional information about the content validity and development of SLEP, see Stanseld (1984).

The Secondary Level English Proficiency (SLEP) test measures English language ability in two primary areas: understanding spoken English and understanding written English. It is designed for use with students entering grades seven through twelve or community colleges whose native language is one other than English. The SLEP test is available to secondary schools and community colleges worldwide for on-campus testing. This program enables schools to purchase the test, administer it to their own applicants and students, score the answer sheets, and interpret the scores. Currently, three equivalent versions of the SLEP test are available for use when it is advisable to use a different edition of the test for testing the same group of students more than once.

Purpose and Use of the Test

A basic assumption underlying the SLEP test is that language ability is a critical factor in determining the degree to which secondary students can benet from instruction; to succeed, they must be able to understand what is being said (by both teachers and fellow students) and to understand both formal and informal material written in English. The SLEP test is not an aptitude test or a measure of academic achievement, nor can it provide information about the various social and psychological factors that must be considered along with language ability in making admissions and placement decisions. However, the results of the test can be very helpful in evaluating ESL teaching programs and making placement decisions related to the following: assignment to ESL classes placement in a mainstream English-medium program exemption from a bilingual program evaluation of students English prociency upon completion of ESL programs Because institutions can administer the test when they choose and have the results available immediately, the test can be used to help make these decisions at any time of the year. The SLEP program encourages use of the test scores by an institution or organization if such use will assist it in making valid decisions, in terms of its own requirements, concerning English language prociency. However, the institution or organization should determine whether the SLEP test is appropriate, with respect to both the language skills it measures and its level of difculty, and must establish its own levels of acceptable performance on the test. SLEP score users are invited to consult with SLEP program staff about their current or intended uses of the test results.

Technical Data
The reliability of each form of SLEP has been estimated using an internal-consistency measure of reliability, Cronbachs coefcient alpha. Reliabilities and standard errors of measurement (SEM) for each section of the test, Section One Listening Comprehension Form 4 5 6 Reliability .94 .93 .94 SEM 1.5 1.6 1.5 as well as the total test, are provided below. For a further discussion of these and other statistical characteristics of the SLEP forms, please refer to the technical supplement, available upon request from the SLEP ofce.

Section Two Reading Comprehension Reliability .88 .91 .90 SEM 1.8 1.4 1.6

Total Test Reliability .95 .95 .96 SEM 2.3 2.1 2.2

General Information
Administering the SLEP Test
The SLEP test can be administered in its entirety or in two separate sessions, to individuals or to groups. The time required for the entire test is approximately 85 minutes (just under 40 minutes for Section 1 and 45 minutes for Section 2). This includes time for students to answer the practice questions that are provided for every question type. For both sections of the test, the students use a test book and mark their answers on a separate answer sheet. Detailed instructions for administering the SLEP test are on pages 19-22. The answer sheets included in the basic test materials package are printed in two-ply sets. The rst ply provides the four-choice answer response ovals to be used by the examinees to mark their answer choices. The second ply contains only the ovals for the correct responses. The two copies allow for multiple records of an examinees performance; for example, one copy of the answer sheet may be kept by the teacher, and one in the students permanent records. After administering the test, the teacher removes the rst ply of the answer sheet set. The answer indicated by an examinee on the rst ply automatically registers on the second ply. Thus, the teacher can simply count the number of marks that coincide with the preprinted correct response pattern to determine the examinees raw score. All SLEP testing materials are copyrighted by Educational Testing Service and may not be reproduced in any way without the written consent of ETS. Important Note: The SLEP test is designed primarily for use by accredited secondary educational institutions. Under certain circumstances, however, the SLEP ofce will approve purchase and use of the testing materials by post-secondary institutions, training agencies, educational consultants, and others engaged in legitimate testing activities. ETS reserves the right to accept or reject orders for SLEP testing materials in whole or in part.

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 lling 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.

Materials Provided by the SLEP Program

The SLEP test is scored by the administering institution, which retains the test materials; ETS does not offer a scoring service. A basic test material package is available for Form 4, Form 5, and Form 6. Each package contains 20 test books, 100 two-ply answer sheets, 1 SLEP Test Manual with instructions for administering the test and interpreting the results, and 1 CD recording of the Listening Comprehension questions (institutions must provide their own CD players). Each of the items in the basic package can also be ordered separately.

Sample Questions
Section 1
The rst 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 rst 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) The boy is typing on the keyboard. No one is looking at the computer. One of the girls is pointing to the screen. Theyre putting a computer into a box.

1
2. On CD: Look at the picture marked number 2. On CD: (A) (B) (C) (D) They are taking off their sandals. They are putting hats in a box. They are dancing in a circle. They are standing against the wall.

2
3. On CD: Look at the picture marked number 3. On CD: (A) (B) (C) (D) Shes looking out of the car window. Shes driving on the highway. Shes opening the car door. Shes rolling up the window.

3 7

4.

On CD: Look at the picture marked number 4. On CD: (A) (B) (C) (D) The owers are growing outside. The table has been cleared off. Someone has eaten all the cake. The table is lled with cakes and pies.

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. By the summer those plants will be much taller. Those tall plants should be cut back when its warm. Once its cold the plants wont grow any taller. The taller plants keep growing all summer long.

On CD: Is it too warm to wear a coat? In the test book: (A) (B) (C) (D) Arent you going to bring your coat? Why didnt I bring my coat? Doesnt that coat look warm? Is it too warm to wear a coat?

3.

On CD: Jorge cant come over because he has a piano lesson. In the test book: (A) (B) (C) (D) Jorge cant come over because he has a piano lesson. Jorge comes over less often since he started playing the piano. Jorge played the piano when he came over. Jorges piano lesson is over, but hes still not coming over.

4.

On CD: Many people had already left the beach before the storm. In the test book: (A) (B) (C) (D) Few people were on the beach during the storm. The storm did a lot of damage along the beach. Many people had already left the beach before the storm. Most people did not think there would be a storm.

5.

On CD: You should have allowed more time to nish that book. In the test book: (A) (B) (C) (D) You will have to read that book soon. You ought to nish that book on time. You should have allowed more time to nish that book. You could ask someone if they saw that book.

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 gure out the answer to problem number ten in the math homework? Number ten? I thought we were only supposed to do the rst eight problems. Thats what the teacher said at the beginning of class, but right before the bell rang she changed the assignment to the rst twelve problems. What did the girl think the homework assignment was for math class?

In the test book: What did the girl think the homework assignment was for math class? (A) (B) (C) (D) Only problem number 10 Problem numbers 1 through 8 Problem numbers 1 through 10 Problem numbers 1 through 12

2.

On CD: (Narrator) (Man) 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 ve bus has a at tire, so all students who normally take the number ve bus will take the number two bus today. All those students who are changing from the number ve bus must report to the ofce sometime during periods four, ve, 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?

(Narrator)

In the test book: Which bus will not be running this afternoon? (A) (B) (C) (D) 3. 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 nance 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?

In the test book: Where is Lindas new job? (A) (B) (C) (D) 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?

In the test book: (A) (B) (C) (D) 2. 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) Did Mr. Jackson say it was okay to miss his class? Yeahmy homeroom teacher called him and asked if he minded. He said it was okay with him if it was okay with me. Well, all we did was take notes about the Industrial Revolution. I know. Thats why I was looking for you. I wanted to see if I could look over your notes tonight. I can bring them back tomorrow. Why was Sam looking for Luisa?

In the test book: (A) (B) (C) (D) 3. To give her a note. To return her science book. To ask to borrow her notes. To see if Mr. Jackson was upset.

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?

In the test book: (A) (B) (C) (D) 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. The beach is a perfect place for a relaxing vacation. Ill nally have a chance to nish painting the garage. Im looking forward to catching up on my reading. I hope we stay at a campground where I can go horseback riding. 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. One bird is sitting in a tree but two arent.

A
2.

The bigger circle is in the lower left corner.

A
3.

She is reaching up to get a box off the shelf.

A
4.

They headed for shelter when it started to rain.

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.

Sample Passage and Questions

1. Most animals

(A) (B) (C) (D)

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 (A) water, (B) (C) (D) so despite they have adopted other ways to obtain it. Some desert-dwelling which why sand water heat food

2.

3.

(A) (B) toads, for example, can take in (C) (D) (A) (B) (C) (D)

from dew-soaked soil directly through

4.

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 nd water in large quantities. For too much so much that to survive have survived for surviving survive

6.

(A) instance, after drinking all they can hold, some camels can (B) (C) (D) 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. What is the main topic of the passage? (A) (B) (C) (D) Plants that live in the desert Types of desert camels How to make fresh water Surviving with little water

14

8.

The word adopted in line 2 is closest in meaning to (A) (B) (C) (D) attracted developed lost asked about

9.

What helps camels survive in the desert? (A) (B) (C) (D) They drink a lot of water at one time when they nd 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. What time did the family stop? (A) (B) (C) (D) 2. In the morning At noon In the afternoon At night

Where was the family going? (A) (B) (C) (D) To the gas station To visit their grandmother Home from the store Back from the park

3.

What was the weather like? (A) (B) (C) (D) Cold Rainy Windy Hot

4.

Why does the writer mention years (line 2)? (A) (B) (C) (D) The family has been driving for a long time. The father tells his story slowly. The grandmother is very old. The writer does not remember what happened.

5.

When did the father tell the story? (A) (B) (C) (D) As he was walking After he bought the drinks Before the family sat down When the family returned to the car

15

Answer Key for Sample Questions on Pages 7-15 Section 1 Part A 1. C 2. D 3. A 4. D Part B 1. D 2. D 3. A 4. C 5. C Part B 1. B 2. C 3. A 4. D 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 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

Administering the Test

Please read this section carefully before the actual test administration. It explains the planning and arrangements needed for an administration of the SLEP test and provides the directions that are to be read aloud to the students. It is, therefore, essential that the person administering the SLEP test, and any assistants, become familiar with the procedures, information, and instructions given in this manual before the day of the test. It is important that the proctors follow the instructions precisely to ensure the comparability of scores across test administrations. Assistants should pay attention to their duties at all times and should not disturb the examinees by pausing too long behind individual students or by talking during the test.

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: All examinees should face the same direction, and they should be seated so they cannot exchange information or see their neighbors responses. All chairs in a row must be directly behind those in the preceding row. There should be at least 4 feet (1.3 meters) between any two students. The person administering the test and any assistants must have unimpeded access to each person being tested. Left-handed students should be seated in a separate row or in the last seat of each row of right-handed students. If chairs with left-hand tablet arms are not available, each left-handed student should be seated with a vacant chair to his or her left. On the day of the test, the students should be directed to seats at random (alternating from side to side or from front to back of the room) to avoid any possibility of friends carrying out a pre-arranged cheating scheme. Students should not be allowed to select their own seats or to change seats after they have been seated.

Receipt of Test Materials

Within 24 hours of receiving the test shipment, check the contents of each carton against the shipment notice. Notify the SLEP program ofce immediately if any items are missing. After all items in the shipment are checked, reseal the carton with tape and lock the testing materials in a secure storage area.

Assistants to the Person Administering the Test

The number of assistants needed will depend on the number of students to be tested. There should always be at least one assistant so that in the event of an emergency, the testing room will not be left unattended. Assistants should help the person administering the test before, during, and after the test by: checking to see that students have written their names and other identication information correctly on their answer sheets walking about the room frequently during the test to guard against cheating and to ensure that every student is working on the appropriate section checking to see that the students are marking their answers in the appropriate section of their answer sheets

17

Sample seating plans are shown below.

SEATING PLANS: X = EXAMINEE
Plan IA: level seating X X X X X X X X X X X X X X X X X X X 4' X 6' or less X X X X X Plan IB: level seating X X X X X X X X X X X X X X X X X X X X X X X X 4' X 4' X 4' X 4' X X X X X X X X X Plan II: elevated seating X X X

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 rst 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' Plan III: tables

More than 12'

Equipment Needed for the Test Administration

The materials needed to administer the SLEP test include those purchased from ETS and those supplied by the institution administering the test. The following checklists should be used to ensure that everything needed is available. Checklist Materials: Purchased from ETS SLEP Test Manual, with instructions for administering the test, scoring the answer sheets, and computing scores Test books Answer sheets CD for the Listening Comprehension section Note: Check that the test books, answer sheets, and CD are for the same form.

Testing Individuals With Disabilities

The SLEP program ofce recommends that alternative methods of evaluating English language prociency be used for individuals who cannot take the SLEP test under standard conditions. For example, in the case of hearing impairment, the examinee may be able to take only the reading comprehension section. Criteria such as past academic record (especially if English has been the language of instruction), recommendations from language teachers or others familiar with the applicants English prociency, and/or a personal interview or evaluation are suggested in lieu of SLEP scores. If an institution receives a request to test individuals with disabilities, the test administrators should ensure the student is provided with reasonable accommodations. Examples of reasonable accommodations include: extended testing time (all tests are timed) additional rest breaks writer/recorder of answers sign language interpreter (for spoken directions only)

Checklist Materials Supplied by Administering Institution A reliable watch for timing Section 2 A clock (alarm clock-size or larger) in the event a testing room does not have one. There should always be at least two timepieces in each testing room as a check against mistiming. Playback equipment for the Listening Comprehension section a CD player that reproduces sound with minimum distortion Loudspeakers to improve audibility, if necessary (i.e., if more than 15 are tested) Several black, soft-lead pencils, erasers, and a pencil sharpener

18

Instructions for Administering the SLEP Test

Read aloud to the students all directions printed in boxes, pausing where four dots appear to allow time for the procedure described to be carried out. You should read the directions slowly, and you may repeat them if necessary. Do not depart from these directions or answer any questions about the content of the test, and do not translate from English any instructions for the students. Scores of all students tested will be comparable only if SLEP is administered under standardized conditions. It is, therefore, essential that the instructions and timing be strictly adhered to. When everyone has been admitted and seated, say:

Distribute one answer sheet set to each student. When you have nished and everyone is ready, say: Does everyone have a pencil?. . . . (Give a pencil to anyone who does not have one.) Use only your pencil when you write on your answer sheet. Be sure all your marks are heavy and you completely ll in all the necessary ovals. If you make a mistake, make an X through the oval you wish to change and then completely ll in the new answer oval. Continue the directions:

During the test you may have nothing on your desk EXCEPT your test book, answer sheet, and pencils. Place all other materials where they cannot be seen. Try to answer every question in the test, but do not be concerned if you cannot answer all of them. If you are not sure of the correct answer to a question, make the best guess you can and go on to the next question.

If the complete test is given in one session, say: There will be no rest break during the test. If the test is given in two sessions, say: There are two sections in this test. The Listening Comprehension section will be given now; the Reading Comprehension section will be given ________ (give instructions according to your plan). Continue the directions: I am now going to give you the answer sheets. These answer sheets are two-ply sets. DO NOT separate the sheets; mark your answers on the top sheet.

Now, look at the box at the top of your answer sheet and write your name on the line provided. . . . On the two lines under your name, write your age and your present class or grade level. . . . Next, on the line labeled Native (First) Language, write the name of your native language. . . . On the next line, write todays date (give the date). . . . Now I am going to give you the test books. When you get your test book, read the directions on the back cover. Do NOT open your test book until I tell you to do so, and do not write on it. Give one test book to each student individually. When you have nished, say: After you have read the directions, look up at me. . . . When everyone is ready, say: Look at the letters and numbers after the word Form in the upper right corner of your test book. Now, copy these letters and numbers onto your answer sheet, on the line labeled Test Book Form Number. (Show the group where to nd the form designation on the test book and where to write it on the answer sheet.) Does everyone understand what to do?. . . .

19

After everyone has nished writing the form number, say: Remember that you should have nothing on your desk but your test book, answer sheet, pencil, and erasers. You may not make notes in your test book or on your answer sheet, and you may not use note paper. Be sure that you mark your answers only in the proper places on your answer sheet. If you nd something wrong with your test book during the test, or if you need another pencil, raise your hand. Each of the two sections in this test has a different time limit. During the time allowed for a section, you must work only on that section. Even if you nish before time is called, you must stay in your seat until everyone is dismissed. You may not ask any questions once the test begins. Please raise your hand now if you have any questions or do not understand. . . .

BEGIN THE TEST. You (and/or your assistants) should walk around the room as soon as the students begin working to be sure everyone is working on the correct section and is marking the answers in the appropriate area, and in the appropriate order, on the answer sheet. At the conclusion of Section 1, you will hear the speaker say End of recording. Turn off the machine. If you are giving the test in two sessions, go to the directions on the next page. If you are giving the complete test in one session, Section 2 should be started as soon as the recording for Section 1 is completed. After you turn off the machine, say:

Stop work on Section 1. During the next 45 minutes you may work only on Section 2. Do NOT work on Section 1. Turn to the directions for Section 2 in your test book, read them, and begin work.

After exactly 45 minutes, say:

Answer any questions students may have about procedures, then say:

The rst 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.

Stop work. Close your test book and keep it closed. Do not put your answer sheet inside your test book. Now look over your answer sheet carefully. Be sure all the marks you made are dark and completely ll the ovals. I am going to collect the test books rst and then the answer sheets. No one may leave the room until all materials have been collected and counted, and you may not talk until you are dismissed.

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 identication information at the top of the answer sheet. When you can account for all materials, dismiss the students.

Start the recording. Make any necessary adjustments or seating changes after the completion of the introductory statements (which may be replayed if necessary). It is very important that you make any necessary adjustments at this time so all students can clearly hear the recording.

20

IF YOU ARE GIVING THE TEST IN TWO SESSIONS:

Immediately after you turn off the machine, say:

When you are certain that everyone has provided the identication information at the top of his or her answer sheet, say:

Stop work on Section 1. Close your test book and keep it closed. Do not put your answer sheet inside your test book. Now look over your answer sheet carefully. Be sure all the marks you made are dark and completely ll the ovals. I am going to collect the test books rst and then the answer sheets. No one may leave the room until all materials have been collected, and you may not talk until you are dismissed.

When you get your test book, read only the directions on the back cover. DO NOT open the test book, and do not write on it.

Hand one test book to each student individually. When you have nished, say:

After you have read the directions, look up at me. . . .

When everyone is ready, say: 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 identication information at the top of the answer sheet. When you are sure you have the correct number of test books and answer sheets, say: Section 2 of the test, Reading Comprehension, will be given ________ (give instructions according to your plan). You may leave now.

SECTION 2, READING COMPREHENSION Note: If students are to use a separate answer sheet for Section 2, give them the new answer sheet after they have been admitted and seated, and have them complete the identication information at the top of the answer sheet. Skip the next instruction and read the subsequent instructions aloud. If the students are to use the same answer sheet they used for Section 1, after everyone has been admitted and seated, say:

I am now going to give you your answer sheet. When you get your answer sheet, check to make certain it is the same one you used for Section 1.

Does everyone have a pencil? (Give a pencil to anyone who does not have one.) Be sure to use only your pencil to mark your answers to the question, and make your marks heavy enough so that you completely ll in the oval spaces. Now remove from your desk everything but your test book, answer sheet, and pencils. You may not make notes in your test book, on your answer sheet, or on note paper. Remember to mark your answers only in the proper places on your answer sheet. If you nd something wrong with your test book during the test, or if you need another pencil, raise your hand. You must work ONLY on Section 2. Do not look at Section 1 during this part of the test. Try to answer every question, but do not be concerned if you cannot answer all of them. If you are not sure of the correct answer to a question, make the best guess you can and go on to the next question. If you nish Section 2 before time is called, you must stay in your seat until everyone is dismissed. You may not ask any questions once the test has begun. Please raise your hand now if you have any questions or do not understand. Do not open the test book yet. . . .

21

Answer any questions students may have about procedures, then say:

You will have 45 minutes to work on Section 2. Find the answer spaces for Section 2 on your answer sheet, open your test book to Section 2, and begin work.

You (and/or your assistants) should walk around the room as soon as the students begin working to be sure everyone is working on the correct section and is marking the answers in the appropriate area, and in the appropriate order, on the answer sheet. After exactly 45 minutes, say:

Stop work. Close your test book and keep it closed. Do not put your answer sheet inside your test book. Now look over your answer sheet carefully. Be sure all the marks you made are dark and completely ll the ovals. I am going to collect the test books rst and then the answer sheets. No one may leave the room until all materials have been collected and counted, and you may not talk until you are dismissed.

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 identication 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.

Scoring the Answer Sheets

Scores of all the students tested will be comparable only if the SLEP test is given under the same conditions as those followed in administrations of the test from which statistical data were gathered. Before scoring the answer sheets, scan each one for improper markings. Wherever a student has clearly indicated more than one answer to a question, draw a horizontal line through all answer spaces for that question with a colored pencil. If a student has partially erased one choice and it is clear that another choice is the intended answer, erase the extra mark so it will not be scored. The two-ply answer sheets for the SLEP test are designed for hand scoring; they cannot be scored by machine. Remove the top ply of the answer sheet set and count the number of marks that coincide with the preprinted correct responses. This is the number of correct answers the examinee has chosen, and it is the examinees raw score. Any clear spot showing only the letter in the oval or a line drawn through the oval is to be counted as a wrong or omitted response. To check the raw score, be sure the number of correct responses and the number of omitted and incorrect responses equal the number of questions in the section. For each section, write the number of correct responses in the appropriate box at the bottom of the answer sheet. Then, using the conversion table for Form 4, Form 5, or Form 6 (pages 24-26), convert the raw score for each section to the scaled score for that form. Write the scaled score for each section in the appropriate box for the section. The scaled scores for Section 1 and Section 2 should then be added to obtain the scaled score for the total test. The use of scaled scores allows direct comparisons to be made among scores on all forms of the SLEP test, and thus, in effect, adjusts for differences in difculty that may exist from form to form.

22

Interpreting SLEP Scores

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 Reading Comprehension Total

10 10 20

32 35 67

While it is possible for a student to achieve a scaled score of 10 for each section of the test, with a minimum total scaled score of 20, the maximum possible scaled scores for the Listening and Reading Comprehension sections are 32 and 35, respectively. The maximum possible total scaled score is 67. The score conversion tables on pages 24-26 should be used to convert raw scores on different SLEP forms to the common scale described above. The conversion tables were derived by a statistical procedure known as equating. Because alternate forms of the same test may differ slightly in difculty, the equating process adjusts the resulting scaled scores such that no student is advantaged or disadvantaged by the particular form of the test that was administered. It is important that you use the appropriate conversion table for the form you have administered in order to convert a students raw scores correctly. For example, an examinee who receives a raw score of 52 (52 correct answers) on the Listening Comprehension section of Form 4 would receive a scaled score of 18 for this section. The same Listening raw score on SLEP Form 5 equals a scaled score of 21 for this section; on Form 6 it results in a scaled score of 19 for the section. Using the scaled scores obtained by referring to the score conversion tables ensures that the scaled scores on alternate forms of the test represent comparable levels of language prociency.

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

performance with that of other students who have taken the test. These percentile ranks are based on the performance of 1,650 nonnative English speaking students enrolled in U.S. public schools in grades seven through twelve during February and March 2003. From this table it can be determined, for example, that if a student obtains a scaled score of 27 on the Listening Comprehension section, that student has performed better than 80 percent of the students in the norm group. Similarly, if the scaled score obtained by the student is 28 on the Reading Comprehension section, the student has performed better than 92 percent of the students in the norm group. Finally, the total score for this student is 55 (sum of 27 and 28) corresponding to a percentile rank of 91, which can be interpreted as an overall performance better than 91 percent of the norm group. The scores for the SLEP test are not perfectly precise ability indicators. An individuals scores can vary just by chance from one test administration to another, even when there is no change in the students true ability. The index that is commonly used to describe the degree of precision in a measurement is called the standard error of measurement. The standard error of measurement for the SLEP total score is approximately two scaled score points (see table on page 6). About two-thirds of the obtained scores can be expected to fall between one standard error below the true score and one standard error above the true score. This means that if a students true ability score (the score the student would earn if the test could measure his or her ability with perfect precision) is, for example, 55, the chances are two out of three that the students obtained score will be between 53 and 57 (55 plus or minus 2). Naturally, variation in scaled scores due to less than precise measurement can also affect an examinees rank within a distribution. The greatest variation in rank usually occurs with scaled scores near the mean. Thus, a two-point change in a scaled score near the mean may move an examinee as much as 11 percent within the distribution, while the same two-point change in a scaled score at either end of the distribution moves the examinee only a few percentile ranks. The degree of change in rank within a distribution depends on the spread of scores within the distribution. Thus, local norms should be developed whenever possible. Although percentile ranks provide some additional information that can aid in the interpretation of an examinees score, more relevant comparisons are made with the scores of examinees that have similar characteristics. Tables comparing students by grade, gender, native language, length of residence in the United States, duration of English study (both in the United States and outside), and type of program enrollment can be found in the technical supplement available on request. The supplement also reports the results of a validity study comparing teachers evaluations of students with their SLEP scores. As such, there are no passing or failing scores for the SLEP test. Each school should make its own decisions regarding the use of SLEP scores to help in placing students or in deciding the courses of study in which students should enroll.

23

SECONDARY LEVEL ENGLISH PROFICIENCY TEST SCORE CONVERSION TABLE Form 4 Listening Comprehension
Raw Score Scaled Score Raw Score 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Scaled Score 11 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 Raw Score

Reading Comprehension
Scaled Score Raw Score 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Scaled Score 20 20 19 19 18 18 17 17 16 16 15 15 15 14 14 13 13 12 12 11 11 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36

32 31 30 29 29 28 27 27 26 25 25 24 23 23 22 22 21 21 20 19 19 18 18 17 17 17 16 16 15 15 14 14 14 13 13 12 12 12 11

71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36

35 35 35 35 35 34 34 34 33 33 33 32 32 31 31 30 30 29 29 28 28 27 27 26 26 25 25 24 24 23 23 22 22 22 21 21

24

SECONDARY LEVEL ENGLISH PROFICIENCY TEST SCORE CONVERSION TABLE Form 5 Listening Comprehension
Raw Score Scaled Score Raw Score 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Scaled Score 13 13 12 12 11 11 11 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 Raw Score

Reading Comprehension
Scaled Score Raw Score 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Scaled Score 17 17 17 16 16 15 15 15 14 14 13 13 12 12 12 11 11 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36

32 31 30 30 29 29 28 28 27 27 26 26 25 25 25 24 24 23 23 22 22 21 21 20 20 20 19 19 18 18 17 17 16 16 15 15 15 14 14

71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36

35 34 33 32 31 30 29 29 28 28 28 27 27 27 26 26 25 25 25 24 24 23 23 23 22 22 21 21 21 20 20 20 19 19 18 18

25

SECONDARY LEVEL ENGLISH PROFICIENCY TEST SCORE CONVERSION TABLE Form 6 Listening Comprehension
Raw Score Scaled Score Raw Score 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Scaled Score 11 11 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 Raw Score

Reading Comprehension
Scaled Score Raw Score 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Scaled Score 19 19 18 18 17 17 16 16 16 15 15 14 14 13 13 12 12 11 11 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36

32 31 30 29 28 28 27 27 26 26 25 24 24 23 23 22 22 21 21 20 20 19 19 18 18 18 17 17 16 16 15 15 14 14 13 13 12 12 12

71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36

35 34 33 33 32 32 31 31 31 30 30 29 29 29 28 28 27 27 27 26 26 26 25 25 24 24 23 23 23 22 22 21 21 20 20 20

26

PERCENTILE RANKS FOR SLEP SCORES

(Based on the Performance of 1,650 Nonnative Students tested in Public Schools in the U.S. during February and March 2003)

Listening Comprehension
Scaled Score 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 % with Lower Score 99+ 99+ 98 94 87 80 75 68 64 58 53 47 42 38 33 29 25 22 18 15 11 9

Reading Comprehension
Scaled Score 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 % with Lower Score 99+ 99+ 99+ 99+ 98 96 95 92 88 84 78 73 67 59 54 48 39 33 25 20 14 9 6 4 2 Scaled Score 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44

Total Test
% with Lower Score 99+ 99+ 99+ 99+ 99+ 99+ 99+ 98 97 96 94 93 91 88 86 83 80 77 74 71 68 65 61 58 % with Lower Score 56 52 49 46 43 40 36 33 30 27 25 23 20 18 16 13 11 10 8 6 4 3 2

Scaled Score 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20

27

Additional Factors To Consider In Using SLEP Scores

A school that uses SLEP scores should consider certain factors in evaluating an individuals performance on SLEP and in arriving at SLEP score requirements that are appropriate for the institution. The following guidelines are presented to assist schools in arriving at reasonable decisions. Base the evaluation of a students readiness to begin academic work on all available relevant information, not solely on SLEP scores. SLEP measures an individuals ability in several areas of English language prociency. The test is not designed to provide information about scholastic aptitude, motivation, language-learning aptitude, and cultural adaptability. However, evidence of an individuals ability on these variables may be available and should be considered when determining an appropriate educational placement. Do not use rigid cut-off scores in evaluating a students performance on SLEP. Because test scores are not perfect measures of a persons ability, the use of rigid cut-off scores should be avoided. The standard error of measurement should be understood and taken into consideration in making decisions about an individuals test performance or in establishing appropriate critical score ranges for the schools academic demands. Consider section scores as well as total scores. The total score on SLEP is based on the scores on the two sections of the test. While a number of students may achieve the same total score, they may have different section scores, which could be signicant. For example, a student with a low score on the Listening Comprehension section, but a relatively high score on the other section, may have greater initial difculty in lecture classes or in situations that depend heavily on comprehension of spoken English. Similarly, it may not be appropriate to place a student with a low score on the Reading Comprehension section in a course that requires a great deal of unsupervised reading. Consider the kinds and levels of English prociency required in different classes of study and the resources available at the school for improving the English language skills of nonnative speakers. All subjects may not require the same level of language prociency in order for students to perform acceptably. Students in technical courses may be successful even though their scores are lower than those obtained by students entering courses requiring high verbal prociency. For instance, mathematics may require a lesser degree of English language prociency than social studies. Consider SLEP scores in interpreting a students performance on other standardized tests. Students with limited English-speaking ability are frequently required to take other standardized tests, such as tests of reading skills, intelligence, and general achievement. In such cases, SLEP scores may be helpful in interpreting the scores obtained on other tests. If an individuals SLEP scores are low and the score on another test is also low, one can infer that performance on the other test might have been impaired because of deciencies in English.

Condentiality of Scores
Scores obtained by persons taking the Secondary Level English Prociency 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.

Local Validation Studies

The establishment of appropriate standards of language prociency for placement through the use of SLEP scores can have a favorable effect on the success rate of nonnative English-speaking students. However, such standards should be supported by the collection of data based on the student population in a particular district or at a particular institution. This information may be useful in raising or lowering the standard as necessary. Institutions that use SLEP scores should collect information on subsequent performance by students who are placed in mainstream classrooms. Scores may be compared to a variety of criterion measures, such as students ratings of the adequacy of their language skills for study in English, or classroom teachers ratings of the adequacy of students language skills. Expectancy tables can be used to show the distribution of performance on the criterion variables for students with given SLEP scores. Thus, it may be possible

28

to depict the number or percentage of students at each SLEP score level who attain a certain language prociency rating as assigned by teachers, or who rate themselves as not being hampered by lack of English skills while pursuing a regular program of study. When analyzing and presenting such data, one should take into account the subject in which students are enrolled. Subscores may also be taken into consideration when studying the validity of SLEP score standards. For courses that require much reading, the Reading Comprehension score may be particularly important. Assessment of the relationship of subscores to the criterion variables can further rene the process of interpreting SLEP scores.

To be useful, data on subsequent performances has to be collected for relatively large numbers of students over an extended period of time. Districts or institutions that have only a small number of nonnative English-speaking students each year, or that have only recently begun to require SLEP scores, may not nd it feasible to conduct the recommended studies. In such cases it may be helpful to seek information and advice from those who have more extensive experience with SLEP, to consult the normative data in this manual and the technical supplement, or to refer to other studies about the SLEP test. (See References below.)

References

Cowell, W. R. Applicability of a simplied three-parameter logistic model for equating tests. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, April 1981. This paper reports on a study comparing the effects of three small sample equating models with the linear equating model that was used to equate scores on different forms of SLEP. The three small sample models investigated were a three-parameter logistic model, a simplied item response theory model, and a one-parameter Rasch model. Item data were obtained from examinee responses to 16 SLEP pretest forms administered in the fall of 1979 and from 2 operational test forms administered in 1980 and 1981. The results indicate that differences among the small sample models were minimal. Somewhat larger differences were found between small sample and linear equating models for scores in the lower half of the distribution for the Listening Comprehension section. Cronbach, L. J. (1951). Coefcient alpha and the internal structure of tests. Psychometrika, 16, 297-334. DeAvila, E., and Duncan, S. The Language Assessment Scales. San Rafael, CA: Linguametrics Group. DeBoe, M. Secondary Level English Prociency (SLEP) Test. The ORTESOL Newsletter. 6(3), 1983, p. 14. This review of SLEP focuses on the unusual language tasks required by the test. It concludes that these tasks assess functional understanding more directly than tests that use written or oral passages and comprehension questions. It suggests that SLEP be considered by junior colleges as well as secondary schools.

DiFiore, J. V. Specications 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. Ilyin, D. Performing it more naturally may make it easier and more accurate. Paper presented at the Fifth Annual Language Testing Research Colloquium, Ottawa, March 1983. The paper compares the SLEP and Comprehensive English Language Test for Speakers of English as a Second Language (CELT) Listening Comprehension sections in terms of item type, content characteristics, student and teacher reactions, and actual test results based on some 250 adult students. The author concludes that SLEP is a more integrative test containing more natural language tasks, and that it distinguishes better between different instructional levels than the CELT. Ilyin, D., Spurling, S., Carleton, P., and Seymour, S. Do older adults do it differently? Paper presented at the Seventeenth Annual TESOL Convention, Toronto, March 1983. This paper examines the relationship between cloze and other language prociency tests and variation in this relationship by age and high school graduation status.

29

References (continued)

The SLEP and several other commercial tests were administered to a group of 257 adult students. SLEP showed the highest reliability of any of the measures. The results suggest that among adult learners, age and formal education inuence the conguration of language prociency. Siegel, B. Using an exam as a means not an end in ESL. Northern New England TESOL Newsletter, 3(1), 1983, pp. 1-2. This test review describes how SLEP can be used as a teaching activity. The author concludes that SLEP is a useful addition to the classroom far more useful than even the test maker might realize. Sloan, S. Lets look at SLEP. Secondary Schools SIG Newsletter, 5(1), 1982, p. 5. The reviewer describes SLEP and discusses appropriate uses. The review concludes that SLEP is a useful measure of listening and reading that, taken with other data, can help a trained person in planning a language program. (This review also appeared in CATESOL News, August 1982.) Stanseld, C. Reliability and validity of the Secondary Level English Prociency test. System, 12(1), 1984. This article describes the history of SLEP, the development of the test specications, and the performance of each item type and the total test during an administration of SLEP to students in several countries. Several innovative formats are discussed, including multiple-choice cloze and multiple-choice dictation. Also reported are the ndings of a validity study that involved the analysis of test scores and demographic data for U.S. public school students. Wilson, K. M. Uses of the Secondary Level Prociency (SLEP) Test: A Survey of Current Practice (TOEFL Research Report No. 43). Princeton, NJ: Educational Testing Service, 1993. Provides information regarding testing practices and purposes, characteristics of examinees, test users perceptions of the principal strengths and limitations of the test and test manual, and the extent and nature of local studies concerned with validating the SLEP test.

Wilson, K. M., and Tillberg, R. An Assessment of Selected Validity-Related Properties of a Shortened Version of the Secondary Level English Prociency Test and Locally Developed Writing Tests in the LACCD Context. Princeton, NJ: Educational Testing Service, 1994. This is the report of a study undertaken to obtain empirical evidence regarding aspects of the validity and usefulness for ESL placement of (a) a shortened version of the SLEP Test, being used for ESL placement by colleges in the Los Angeles Community College District and (b) locally developed and scored writing tests. Wilson, K. M., and Graves, K. An Assessment of ValidityRelated Properties of the Secondary Level English Prociency 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 prociency based on locally developed interview procedures; and ratings of ESL writing prociency 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

Educational Testing Service

74335-01097 UNLOCKEDPDF88

746485