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Educational and Psychological Measurement
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An Evaluation of Alternative Measures for Assessing Language Proficiency Skills of Junior Level Students in a School of Communications and Professional Studies

William B. Michael

University of Southern California

Phyllis Shaffer

California State University, Northridge

For a total sample of more than 900 junior-level college students in a school of communications and professional studies (CAPS) and for a subsample of at least 50 students in each of nine departments within this school, concurrent validity coefficients were determined between scores on several examinations reflecting competencies in standard written English and an external criterion measure of cumulative college grade point average (GPA). These examinations consisted of (a) the Test of Standard Written English (TSWE) of the Admissions Testing Program of the College Board (Educational Testing Service, 1974-1978, 1978a, 1978b), (b) the Diagnostic Test in Written English (DTWE), Revised Version, Form B (Brengelman and Frey, c. 1975) consisting of four subtests in Spelling and Word Formation, Sentence Structure, Vocabulary, and Essay Organization, and (c) a locally devised essay test (CAPS Essay Examination) requiring thirty minutes of writing time. For the entire sample the TSWE, the DTWE—Total (Score), and the CAPS Essay Examination provided validity coefficients of .37, .33, and .26, respectively (all values being significant beyond the .01 level). In terms of the results obtained for the total sample as well as for the subsamples, it was concluded that the 30-minute TSWE is at least as valid as the 45-minute DTWE measure. The DTWE was shown to have only limited usefulness for diagnostic purposes.

Educational and Psychological Measurement, Vol. 39, No. 4, 879-889 (1979)
DOI: 10.1177/001316447903900421
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