Computer Adaptive Test Transforms ESL Placement Process

Maureen Patterson describes the new ESL component of the ACT COMPASS tests.

Far out. Mosh. It's happenin'. Cool. The English language is constantly in flux. It's predictably unpredictable. Spoken expressions take on different meanings in written text. Understanding every nuance, especially over time, can be difficult even for highly educated native speakers.

Imagine the confusion of Roberto, a 20-year-old from Brazil, whose main experience with English has come from reruns of "90210" and "Baywatch." Once he finally masters the basics__finding a home, navigating the grocery store, and so on__he goes to school for the chance to better himself. On his first day, he anxiously sits down for an English test with No. 2 pencil in hand. He opens the test booklet, carefully studies the directions, and reads the first question.

He doesn't understand many words, and the sentence structure is too difficult. He does his best, muddling through a maze of questions, some simple and others way over his head. He finishes the test and heads home, exhausted and frustrated.

Roberto's experience doesn't have to be repeated. Technological innovations are improving education, producing assessments as dynamic as language itself.

One recent advance is the addition of an ESL component to ACT's COMPASS series of computer-adaptive placement tests. COMPASS, introduced in 1993 and now available at more than 700 postsecondary institutions, tests native speakers in mathematics, reading, and writing. The new ESL component tests non-native speakers in grammar/usage, reading, and listening.

"The field of ESL placement testing has remained relatively stagnant. Until now, there had not been a new instrument introduced in a number of years. This additional ESL placement test from ACT is very exciting for many professionals," says Barbara L. Endel, Ph.D., an associate consultant with ACT, Inc., the Iowa City, IA-based testing and research company and publisher of COMPASS/ESL.

Computer-adaptive tests offer many benefits, including their adaptability. COMPASS/ESL questions adjust to the capabilities of the test-taker. Had Roberto taken COMPASS/ESL, his first question would have been of medium difficulty. Had he answered the question correctly, the next question one would have been a little harder; an incorrect answer would have caused an easier question to follow.

Because there is no fixed set of questions, most examinees will complete the measures in a shorter period of time and will only need to respond to questions at their level. This helps alleviate security concerns. "That's the beauty of computer-adaptive testing. You don't have to worry about the number of forms you have available. You can retest at any point in time and there is very low probability of receiving the same test questions," Endel says.

The physical format of the test also adjusts. For example, in Roberto's grammar/usage test, the system would have inserted his answers directly into the passage, helping him more accurately discern whether or not the word or phrase fit the circumstance. This kind of assessment could never be realized in a paper/pencil assessment.
In addition, the test takes less time and are more accurate: be-cause the test would adjust to Roberto's abilities, so he wouldn't have had to waste time on questions that were too easy or too difficult. Drawing on a pool of hundreds of test items, the system avoids presenting items that contribute little to measurement. This flexibility typically reduces the test duration while increasing the accuracy of placement results.

Test-takers can take all the time they need to complete the exams. This is particularly important for ESL students, who need to process information from one language to another. The untimed format also reduces text anxiety, allowing students to showcase their true abilities. Administrat-ors greatly value the immediate score reporting COMPASS/ESL affords. A student's score can be printed instantly or delayed, according to an institution's needs. Each report includes a numeric score and a narrative proficiency descriptor. Flexibility is key to any computer-adaptive test. Administrators using ACT's ESL tests, for example, can use them with other COMPASS assessments such as math and writing. In fact, they are packaged together on the same disk to offer campuses the ability to test all entering students. For more information, go to www.act.org/esl.

Bill Hellriegel, ESL Instructor, University of California, Santa Barbara Extension, International Programs.