A Review of the Test of English for International Communication TOEIC Gillian Luellen Educational Measurement at the University of Kansas TOEIC Purpose TOEIC Administration Utility of TOEIC TOEIC TestScores and Reliability  TOEIC’s construct validity is often criticized because the examinee handbook states “’TOEIC does not test business English’ (p.12)” whereas the handbook also states it measures “’English with others in business, commerce, and industry (pg. 1)’ (Daza 2004).”  TOEIC’s construct also “’general English proficiency in an international environment’” yet does not define “international environment” (Daza 2004).  TOEIC’s content validity is questioned with regard to multiculturalism. It is biased towards North Ameica. Concerns about TOEIC References  TOEIC was created by the Educational Testing Service (ETS).  TOEIC was originally used to measure business English ability.  TOEIC is currently used to test everyday English abilities of adults.  Many companies use TOEIC as a formative tool to determine placement in classes and in business.  Reading and listening tests are given at ETS locations via computer.  Speaking tests are given by trained professionals.  Writing tests are graded by trained professionals.  Institution tests are given by the institutions which purchased the test.  The test is used by corporations around the world to judge English proficiency.  The test seems to be accurate and useful when screening intermediate English learners.  Because the test covers reading, listening, speaking, and writing, it can be used to determine overall English proficiency.  After intense English study, TOEIC scores increase, showing it does test English ability.  Listening and Reading Test  2 hours long.  200 multiple choice questions.  Questions are divided evenly between reading and listening.  Speaking and Writing Test  introduced in 2006  speaking and writing are tested and graded independently  can score between on each test and scores are divided into 8 categories  Speaking Test  assesses pronunciation, vocabulary, grammar, and fluency  about 20 minutes long  Writing Test  examines vocabulary, grammar, and overall coherence and organization  about 60 minutes long  Institutional Test  Institutional tests are specifically made for an institution.  Large businesses and schools make up these institutions.  These tests can be purchased by institutions.  They are given by the institution and do not require trained administrators.  After scores are reported they are divided into categories based on English proficiency.  Categories are speaking, writing, reading, and listening.  The KR- reliability construct of reading is 0.93, which can be interpreted as very reliable.  A correlation has been shown between the TOIEC and the C-test, another English proficiency test (Daller 2006). Daza, C. & Suzuki, M. (2004). A Review of the Reading Section of the TOEIC. TESOL Canada Journal, 22 (No. 1). Retrieved from article/viewFile/163/163 Miyata, R. (2004). A Review of TOEIC: A Critical Analysis of the Structure, Methods, and Purpose of TOEIC, Including its Effects on Teaching and Learning English as a Second or Foreign Language. Retrieved from Daller, H. & Phelan, D., (2006). The C-test and TOEIC as a measure of students’ progress in intensive short courses in EFL. Retrieved from =cache:9BEet4iDkfwJ:scholar.google.com/+rev iew++TOEIC&hl=en&as_sdt=0,5