Interpreting the relationships between TOEFL iBT scores and GPA: Language proficiency, policy, and profiles
Interpreting the relationships between TOEFL iBT scores and GPA: Language proficiency, policy, and profiles
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解读 TOEFL iBT 分数与 GPA 之间的关系：语言能力、政策和概况
DOI：
10.1177/0265532217704010
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Xun Yan
中科院分区：
文献类型：
--
作者：
A. Ginther;Xun Yan
本研究以美国印第安纳州普渡大学（Purdue University）的一所大型公立研究型大学为研究对象，考察了托福网考成绩对中国学生一年级平均成绩（GPA）的预测效度。本研究以1990名中国大陆学生为研究对象，考察了GPA、托福网考总分和分段成绩之间的相关性（N2011 = 740，N2012 = 554，N2013 = 696）。随后，聚类分析的三个队列的托福分项分数进行，以确定是否不同的分数配置文件可能有助于解释之间的相关模式发现托福分项分数和GPA在三个学生队列。对于2011年和2012年的队列，口语和写作分量表分数与GPA呈正相关;然而，听力和阅读呈负相关。相比之下，对于2013年的队列，写作，阅读和总分与GPA呈正相关，负相关消失。聚类分析的结果表明，2011年和2012年队列的负相关与一个独特的阅读/听力与口语/写作的差异性得分轮廓的一个中国亚组。2013年，由于大学国际本科生招生政策的变化，这个小组在新生中消失了。分数不均的情况对招生政策、英语语言支持的提供以及对学业成绩的更广泛影响都有重要影响。
This study examines the predictive validity of the TOEFL iBT with respect to academic achievement as measured by the first-year grade point average (GPA) of Chinese students at Purdue University, a large, public, Research I institution in Indiana, USA. Correlations between GPA, TOEFL iBT total and subsection scores were examined on 1990 mainland Chinese students enrolled across three academic years (N2011 = 740, N2012 = 554, N2013 = 696). Subsequently, cluster analyses on the three cohorts’ TOEFL subsection scores were conducted to determine whether different score profiles might help explain the correlational patterns found between TOEFL subscale scores and GPA across the three student cohorts. For the 2011 and 2012 cohorts, speaking and writing subscale scores were positively correlated with GPA; however, negative correlations were observed for listening and reading. In contrast, for the 2013 cohort, the writing, reading, and total subscale scores were positively correlated with GPA, and the negative correlations disappeared. Results of cluster analyses suggest that the negative correlations in the 2011 and 2012 cohorts were associated with a distinctive Reading/Listening versus Speaking/Writing discrepant score profile of a single Chinese subgroup. In 2013, this subgroup disappeared in the incoming class because of changes made to the University’s international undergraduate admissions policy. The uneven score profile has important implications for admissions policy, the provision of English language support, and broader effects on academic achievement.