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By Mr. Flavio Medeiros, Carlos Almada

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Although content changes had been made to address needs expressed by users, the basis for score interpretation had been questioned by the content experts who hoped to see the implications of communicative competence take a more central role. Interpretation of the awkward dual TOEFL and TWE scores on the score report was not evident; pressures for exploring technology were on the horizon, and how validation should be conceived and conducted was debated. The new TOEFL project was born out of these tensions that surfaced regularly at meetings of the TOEFL COE, the TOEFL Research Committee, and the TOEFL Policy Council.

Language Testing, 19, 477–496. Mislevy, R. , Steinberg, L. , & Almond, R. G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1, 3–62. Norris, J. , Brown, J. , Hudson, T. , & Bonk, W. (2002). Examinee abilities and task TEST SCORE INTERPRETATION AND USE 25 difficulty in task-based second language performance assessment. Language Testing, 19, 395–418. Oller, J. (1979). Language tests at school. London: Longman. Ryan, K. (2002). Assessment validation in the context of high-stakes assessment.

Five assumptions underlying this warrant have been identified: (a) The linguistic knowledge, processes, and strategies required to successfully complete tasks vary in keeping with theoretical expectations; (b) task difficulty is systematically influenced by task characteristics; (c) performance on new test measures relates to performance on other test-based measures of language proficiency as expected theoretically; (d) the internal structure of the test scores is consistent with a theoretical view of language proficiency as a number of highly interrelated components; and (e) test performance varies according to amount and quality of experience in learning English.

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