Test
Score and Users' Guide
The Canadian Academic
English Language (CAEL) Assessment Test Score and Users’ Guide
has been prepared for deans, registrars, graduate supervisors, administrators,
program coordinators, student advisors, and teachers who are using CAEL
test scores for selection or placement purposes. The Guide is designed
to provide information about the CAEL Assessment which will be useful
in score interpretation. Additional information about the CAEL Assessment
is available from our web site or from the CAEL
Assessment Office.
Follow this link to view
the complete Guide.
We welcome your questions
and comments.
Characteristics
of CAEL Test takers
Individual test takers take the CAEL Assessment for a variety of reasons.
Most CAEL Assessment test takers write the test as part of the process
of applying for admission to a university or college program. They take
the test to demonstrate that their level of English language is adequate
for university study. Some test takers take the test as part of their
registration in post-secondary college, or an English as a Second Language
(ESL) or an English for Academic Purposes (EAP) course. Occasionally
test takers write the test in order to satisfy a personal desire to
know more about their level of English language. Given the variety of
reasons that test takers have for completing the test, we generally
find that our test population has diverse characteristics.
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Scoring
Criteria, Methods and Reliability
A detailed description of the scoring criteria, methods and reliability
of the CAEL Assessment is presented here. A team composed of test developers
and experienced ESL/EAP teachers at the Language Assessment and Testing
Research Unit (LATRU) in the School of Linguistics and Applied Language
Studies at Carleton University developed the score criteria for each
sub-test of the CAEL Assessment. A concise but comprehensive description
of the development of the CAEL Assessment can be found in Fox, Pychyl,
& Zumbo (1993). The score criteria and methods are continually monitored
and occasionally revised in order to maximize both efficiency and reliability.
The score criteria are provided for each sub-test as well as for the
Overall Result as a set of band scores (10 - 90) which range from Very
Limited Proficiency to Expert Proficiency. A detailed description of
the standard procedures used in scoring every CAEL Assessment is also
presented. Since the scoring procedure is a little different for each
sub-test, the score criteria and methods are presented separately for
each sub-test of the CAEL Assessment (Writing, Listening, Reading, and
Speaking) and then for the Overall Result.
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Score Distributions
Score distributions have been generated for the population of test takers
who completed the test at the main test centre located at Carleton University
during the period from January 1997 through September 1999 (Table 5.1.a)
and from January 2002 through January 2008 (Table 5.1.b). Score distributions
are reported for the Overall Result as well as for each sub-test (Writing,
Listening, Reading & Speaking). The number of test takers achieving
each band score is shown both as a frequency count and as a percent.
Summary statistics in the form of means and standard deviations are
also provided in order to describe both the central tendency and extent
of variance in the test taker population.
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Validity
CAEL test developers have adopted an approach to validity that is consistent
with the AERA/APA/NCME Standards (1985) and also reflects the writings
of Samuel Messick (1989). Thus, CAEL test developers support the notion
that "validity is an evolving property and validation is a continuing
process" (Messick, 1989, p.13). Through the ongoing process of
test development and in-house research studies, evidence of the validity
of the CAEL Assessment is continuously gathered. From time to time additional
validity evidence is also provided in research studies, masters’
theses and doctoral dissertations conducted at academic institutions
outside the Language Assessment and Testing Research Unit (LATRU) at
Carleton University. Readers interested in obtaining these documents
may do so by contacting the CAEL Assessment Office.
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