Test Manual - usastudy.com.cn · their answers on a separate answer sheet. ... on pages 19-22. ......

Secondary Level English Proficiency Test

Test Manual For use with Forms 4, 5, and 6 only

Listening. Learning. Leading.

Educational Testing Service® (ETS®) is a sponsor of the SLEP test and administers it within the Test of English as a ForeignLanguage program, which is under the direction of a policy board that was established by, and is affiliated with, the CollegeBoard® and the Graduate Record Examinations® Board.

®

Copyright © 2004 by Educational Testing Service. All rights reserved.ETS, the ETS logos, Graduate Record Examinations, SLEP, and TOEFL are registered trademarks of

Educational Testing Service. College Board is a registered trademark of the College Entrance Examination Board.

Educational Testing Service is an Equal Opportunity/Affirmative Action Employer.

The SLEP® Test Manual has been prepared for guidance counselors, English-as-a-second-language teachers, department chairs, evaluation specialists, foreign student advisers,admissions officers, and others responsible for interpreting SLEP scores. In addition toproviding information about score interpretation, the Manual describes the test program andincludes instructions for administering the test.

Note: This manual is to be used with Forms 4, 5, and 6 only.

SLEP and TOEFLThe Test of English as a Foreign Language® (TOEFL®) is generally taken by nonnativespeakers of English who wish to study at colleges and universities in the United States orCanada, whereas the SLEP test is designed to assess the English proficiency of nonnativespeakers at the secondary school level around the world. The SLEP test is not a substitutefor the TOEFL test; it contains different types of questions and has a lower difficulty level.Although a relationship may exist between performance on the SLEP test and the TOEFLtest, the two are not equivalent measures to be used interchangeably, nor should performanceon the SLEP test be used to predict performance on the TOEFL test.

Your questions, comments, and/or suggestions will be most welcome. Pleasecontact us by

Mail: Educational Testing ServiceSLEP InquiriesPO Box 6156Princeton, NJ 08541-6156, USA

Phone: 609-771-7206Fax: 609-771-7835E-mail: [email protected] site: www.ets.org/slep

Business hours are 8:30 AM–4:30 PM, Monday–Friday, New York time

Table of Contents

OVERVIEW OF THE SLEP PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Purpose and Use of the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Technical Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Administering the SLEP Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Ordering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

SAMPLE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

ADMINISTERING THE TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Test Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Receipt of Test Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Assistants to the Person Administering the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Testing Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Seating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Equipment Needed for the Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Equipment Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Testing Individuals With Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Instructions for Administering the SLEP Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

SCORING THE ANSWER SHEETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

INTERPRETING SLEP SCORES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Scaled Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Percentile Ranks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Score Conversion Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Percentile Ranks Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

ADDITIONAL FACTORS TO CONSIDER IN USING SLEP SCORES . . . . . . . . . . . . . . . . . . . . . . . 28Confidentiality of Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Local Validation Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

ORDER FORM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

5

Overview of the Secondary Level English Proficiency (SLEP) Program

The Secondary Level English Proficiency (SLEP) testmeasures English language ability in two primary areas: un-derstanding spoken English and understanding writtenEnglish. It is designed for use with students entering gradesseven through twelve or community colleges whose nativelanguage is other than English.

The SLEP test is available to secondary schools andcommunity colleges worldwide for on-campus testing. Thisprogram enables schools to purchase the test, administer itto their own applicants and students, score the answer sheets,and interpret the scores.

Currently, three equivalent versions of the SLEP test areavailable for use when it is advisable to use a different edi-tion of the test for testing the same group of students morethan once.

Purpose and Use of the TestA basic assumption underlying the SLEP test is that lan-guage ability is a critical factor in determining the degree towhich secondary students can benefit from instruction; tosucceed, they must be able to understand what is being said(by both teachers and fellow students) and to understandboth formal and informal material written in English.

The SLEP test is not an aptitude test or a measure ofacademic achievement; nor can it provide information aboutthe various social and psychological factors that must beconsidered along with language ability in making admis-sions and placement decisions. However, the results ofthe test can be very helpful in evaluating ESL teachingprograms and making placement decisions related to thefollowing:

● assignment to ESL classes● placement in a mainstream English-medium program● exemption from a bilingual program● evaluation of students’ English proficiency upon

completion of ESL programs

Because institutions can administer the test when theychoose and have the results available immediately, thetest can be used to help make these decisions at any timeof the year.

The SLEP program encourages use of the test scores byan institution or organization if such use will assist it inmaking valid decisions, in terms of its own requirements,concerning English language proficiency. However, theinstitution or organization should determine whether theSLEP test is appropriate, with respect to both the languageskills it measures and its level of difficulty, and must estab-lish its own levels of acceptable performance on the test.

SLEP score users are invited to consult with SLEP pro-gram staff about their current or intended uses of thetest results.

DescriptionThe SLEP test is norm referenced. Users can therefore com-pare student results with those of other students in similarsituations. Interpretive data provided in this manual andin the technical supplement permit comparisons betweenstudents with similar characteristics, such as age, grade, lan-guage background, and exposure to English.

The multiple-choice format was chosen primarily toensure reliability of results through standardization ofadministrations and to eliminate reliance on the subjectivejudgments of raters.

The SLEP test was developed by staff at EducationalTesting Service with the advice and assistance of a commit-tee of examiners composed of secondary school ESL teach-ers with extensive experience teaching English to adolescentstudents. The first task in designing the test was to select theoverall specifications and types of questions to be used. Ofthe many types considered, eight were chosen.

The test is divided into two sections, each containing fourtypes of questions. For the first section, the four types ofquestions all use recorded samples of spoken English to testlistening comprehension and do not rely heavily on writtenmaterial. The four question types in the second section,Reading Comprehension, are based on written or visualmaterials. Section 2 includes written questions based on acartoon, written questions based on line drawings, threemultiple-choice cloze passages, and a literary passage fol-lowed by questions on its content. This section also mea-sures vocabulary and grammar.

The choice of material for the SLEP test was based on ananalysis of actual materials designed for use in Americanclassrooms (grades 7-12). In the case of some questions,particularly the conversations used in the Listening Com-prehension section, every effort was made to use situationsrepresentative of those encountered by students in Americansecondary schools. Thus, some questions are based on con-versations that take place in various parts of a school anddeal with events that occur in each location. Conversationsmay also deal with extracurricular activities and academicsubjects.

Test questions in both sections of the SLEP test are basedon information presented in or easily inferred from the ques-tions or from the associated passages or pictures. Know-ledge of specific subject matter is not tested, and there areno questions that bear on literary knowledge, literary analy-sis, or linguistic terminology.

Prior to final assembly of the test, all questions wereextensively pretested in pilot administrations. Only thosequestions meeting rigid requirements for levels of difficultyand discrimination power were accepted for use in finaleditions of the test. For additional information about thecontent validity and development of SLEP, see Stansfield(1984).

6

Technical DataThe reliability of each form of SLEP has been estimatedusing an internal-consistency measure of reliability,Cronbach’s coefficient alpha. Reliabilities and standarderrors of measurement (SEM) for each section of the test, as

Administering the SLEP TestThe SLEP test can be administered in its entirety or in twoseparate sessions, to individuals or to groups. The timerequired for the entire test is approximately 85 minutes (justunder 40 minutes for Section 1 and 45 minutes for Section2). This includes time for students to answer the practicequestions that are provided for every question type. For bothsections of the test the students use a test book and marktheir answers on a separate answer sheet.

Detailed instructions for administering the SLEP test areon pages 19-22.

Ordering InformationEach order for SLEP testing materials must be submitted ona SLEP order form and sent to the address on the form. Itmust be received at ETS at least three weeks before therequested delivery date.

To ensure prompt and accurate filling and delivery oforders, all information requested on the order form must beprovided. An incomplete or unsigned order form will not beprocessed and will be returned to the sender.

Materials Provided by the SLEP Program. The SLEPtest is scored by the administering institution, which retainsthe test materials; ETS does not offer a scoring service. Abasic test material package is available for Form 4, Form 5,and Form 6. Each package contains 20 test books, 100 two-ply answer sheets, 1 SLEP Test Manual with instructionsfor administering the test and interpreting the results, and1 cassette recording of the Listening Comprehension

questions (institutions must provide their own cassetteplayers).

Each of the items in the basic package can also beordered separately.

The answer sheets included in the basic test materialspackage are printed in two-ply sets. The first ply provides thefour-choice answer response ovals to be used by the exam-inees to mark their answer choices. The second ply containsonly the ovals for the correct responses. The two copies allowfor multiple records of an examinee’s performance; forexample, one copy of the answer sheet may be kept by theteacher, and one in the student’s permanent records.

After administering the test, the teacher removes the firstply of the answer sheet set. The answer indicated by anexaminee on the first ply automatically registers on the sec-ond ply. Thus, the teacher can simply count the number ofmarks that coincide with the preprinted correct responsepattern to determine the examinee’s raw score.

All SLEP testing materials are copyrighted by Educa-tional Testing Service and may not be reproduced in anyway without the written consent of ETS.

Important Note: The SLEP test is designed primarily foruse by accredited secondary educational institutions. Undercertain circumstances, however, the SLEP office will approvepurchase and use of the testing materials by postsecondaryinstitutions, training agencies, educational consultants, andothers engaged in legitimate testing activities. ETS reservesthe right to accept or reject orders for SLEP testing materi-als in whole or in part.

Form

4

5

6

Section OneListening Comprehension

Reliability SEM

.94 1.5

.93 1.6

.94 1.5

Section TwoReading Comprehension

Reliability SEM

.88 1.8

.91 1.4

.90 1.6

Total Test

Reliability SEM

.95 2.3

.95 2.1

.96 2.2

General Information

well as the total test, are provided below. For a furtherdiscussion of these and other statistical characteristics ofthe SLEP forms, please refer to the technical supplement,available upon request from the SLEP office.

7

Section 1

The first section of the SLEP test measures ability to understand spoken English and is about 40 minutes long. It is dividedinto four parts, with four different types of questions.

Part A

For the first type of question, the student must match one of four recorded sentences with a picture in the test book. Thesentences are spoken only once and are not printed in the test book. This part contains items dealing with correct recognitionof minimal-pair contrasts, juncture, stress, sound clusters, tense, prepositions, and vocabulary.

Sample Questions

Note: Pictures are for illustrative purposesonly. Actual pictures in the test book are largerthan the samples in this manual.

1. On tape:

Look at the picture marked number 1.

On tape:

(A) The boy is typing on the keyboard.(B) No one is looking at the computer.(C) One of the girls is pointing to the screen.(D) They’re putting a computer into a box.

2. On tape:


On tape:

(A) They are taking off their sandals.(B) They are putting hats in a box.(C) They are dancing in a circle.(D) They are standing against the wall.

3. On tape:


On tape:

(A) She’s looking out of the car window.(B) She’s driving on the highway.(C) She’s opening the car door.(D) She’s rolling up the window.

Sample Questions

1

3

2

8

4. On tape:


On tape:

(A) The flowers are growing outside.(B) The table has been cleared off.(C) Someone has eaten all the cake.(D) The table is filled with cakes and pies.

Part B

These questions approximate the type of dictation exercises used frequently in English language classes: the student mustmatch a sentence printed in the test book with a sentence heard on the tape. The questions focus on the relationship betweenstructure and meaning.

Sample Questions

1. On tape:

The taller plants keep growing all summer long.

In the test book:

(A) By the summer those plants will be much taller.(B) Those tall plants should be cut back when it’s warm.(C) Once it’s cold the plants won’t grow any taller.(D) The taller plants keep growing all summer long.

2. On tape:

Is it too warm to wear a coat?

In the test book:

(A) Aren’t you going to bring your coat?(B) Why didn’t I bring my coat?(C) Doesn’t that coat look warm?(D) Is it too warm to wear a coat?

3. On tape:

Jorge can’t come over because he has a piano lesson.

In the test book:

(A) Jorge can’t come over because he has a piano lesson.(B) Jorge comes over less often since he started playing the piano.(C) Jorge played the piano when he came over.(D) Jorge’s piano lesson is over, but he’s still not coming over.

4

9

4. On tape:

Many people had already left the beach before the storm.

In the test book:

(A) Few people were on the beach during the storm.(B) The storm did a lot of damage along the beach.(C) Many people had already left the beach before the storm.(D) Most people did not think there would be a storm.

5. On tape:

You should have allowed more time to finish that book.

In the test book:

(A) You will have to read that book soon.(B) You ought to finish that book on time.(C) You should have allowed more time to finish that book.(D) You could ask someone if they saw that book.

Part C

The questions in this part are based on conversations between students or announcements made by teachers or adminis-trators in a school. The questions are given before the talks begin, allowing students to direct their attention to listeningfor the correct answer. The questions and answers are printed in the test book. For each question, students must chooseone of four answers.

Sample Questions

1. On tape:

(Narrator) Listen for the answer to the following question. What did the girl think the homework assignment wasfor math class? Here is the conversation.

(Boy) Did you figure out the answer to problem number ten in the math homework?(Girl) Number ten? I thought we were only supposed to do the first eight problems.(Boy) That’s what the teacher said at the beginning of class, but right before the bell rang she changed the

assignment to the first twelve problems.(Narrator) What did the girl think the homework assignment was for math class?

In the test book:

What did the girl think the homework assignment was for math class?

(A) Only problem number 10(B) Problem numbers 1 through 8(C) Problem numbers 1 through 10(D) Problem numbers 1 through 12

10

2. On tape:

(Narrator) Listen for the answer to the following question. Which bus will not be running this afternoon? Here isthe announcement.

(Man) Please excuse this interruption. There has been a change in the school bus routes this afternoon. Thenumber five bus has a flat tire, so all students who normally take the number five bus will take thenumber two bus today. All those students who are changing to the number five bus must report to theoffice sometime during periods four, five, or six to sign a change-of-bus-route form so that the busdriver will know how many students will be on the bus.

(Narrator) Which bus will not be running this afternoon?

In the test book:

Which bus will not be running this afternoon?

(A) Number 2(B) Number 3(C) Number 5(D) Number 6

3. On tape:

(Narrator) Listen for the answer to the following question. Where is Linda’s new job? Here is the conversation.(Boy) Hey, Linda, I hear you got a job at the music store in the mall. Sounds like fun.(Girl) Actually, I was offered a job a the music store. I accepted a job as a teller at

the bank.(Boy) Well, that makes sense. You’re planning to study finance in college, right?(Girl) Exactly. I thought it would be better to work at a place now that would prepare me for what I want to

do in the future.(Narrator) Where is Linda’s new job?

In the test book:

Where is Linda’s new job?

(A) At a music store(B) At a restaurant(C) At a college(D) At a bank

11

Part D

The questions in this part are based on conversations recorded by American high school students that represent typicalsecondary school situations. The conversations take place in various parts of a school and deal with events that typicallyoccur in each location. For each recorded question, the student must choose one of four answers printed in the test book.

Sample Questions

1. On tape:

(Sam) Hi, Luisa.(Luisa) Oh, Sam. Hi. I missed you this morning in history class. Where were you?(Sam) That’s what I wanted to talk to you about. You see, my homeroom teacher had to pack up a bunch of

science materials from our unit on electricity, so she asked me stick around and help her.(Narrator) Why did Sam miss history class?

In the test book:

(A) He was sick.(B) He missed the bus.(C) He was helping a teacher.(D) He was doing a science experiment.

2. On tape:

(Luisa) Did Mr. Jackson say it was okay to miss his class?(Sam) Yeah—my homeroom teacher called him and asked if he minded. He said it was okay with him if it

was okay with me.(Luisa) Well, all we did was take notes about the Industrial Revolution.(Sam) I know. That’s why I was looking for you. I wanted to see if I could look over your notes tonight. I can

bring them back tomorrow.(Narrator) Why was Sam looking for Luisa?

In the test book:

(A) To give her a note.(B) To return her science book.(C) To ask to borrow her notes.(D) To see if Mr. Jackson was upset.

3. On tape:

(Luisa) Oh, sure. That’s not a problem. I have my notebook right here in my ... uh oh.(Sam) What’s wrong?(Luisa) Well, I thought my notebook was in my backpack, but I must have left it in

Mr. Jackson’s room. I’d better go get it.(Sam) I’ll go with you.(Narrator) Where are Sam and Luisa going?

In the test book:

(A) To the lunchroom.(B) To the history teacher’s room.(C) To the library.(D) To Luisa’s locker.

12

Section 2

The second section of the test measures ability to understand written English and is 40 minutes long. The questions covergrammar, vocabulary, and reading comprehension. There are four parts to Section 2.

Part A

For each question in this part, the student must match the reaction of one of four characters in a cartoon witha printed sentence.

Sample Questions

1. The beach is a perfect place for a relaxing vacation.

2. I’ll finally have a chance to finish painting the garage.

3. I’m looking forward to catching up on my reading.

4. I hope we stay at a campground where I can go horseback riding.

5. I can’t wait to try out that new ride at the amusement park.

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Part B

For the questions in this part, the student must match a printed sentence with one of four drawings. The particular focusof this item type is the use of prepositions, pronouns, adverbs, and numbers.

Sample Questions

1. One bird is sitting in a tree but two aren’t.

2. The bigger circle is in the lower left corner.

3. She is reaching up to get a box off the shelf.

4. They headed for shelter when it started to rain.

A B C D

A B C D

A B C D

A B C D

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Part C

This part of Section 2 contains two types of questions. In one, the student must complete passages by selecting theappropriate words or phrases from a set of four choices printed at intervals in the passage.

Sample Passage and Questions

1. Most animals in the desert do not take in water from open sources

like lakes or rivers. Some of these animals may never even come upon any type of open

2. water, they have adopted other ways to obtain it. Some desert-dwelling

3. toads, for example, can take in from dew-soaked soil directly through

4. skin. Another way some desert animals deal with a lack of water is to

5. drink possible when they find water in large quantities. For

6. instance, after drinking all they can hold, some camels can for

more than two weeks in the desert without any more water.

In the second type of question, students must answer questions about the passage above for which they supplied themissing words or phrases.

Sample Questions

7. What is the main topic of the passage?

(A) Plants that live in the desert(B) Types of desert camels(C) How to make freshwater(D) Surviving with little water

(A) so(B) despite(C) which(D) why

(A) live(B) they live(C) are living(D) that live

(A) its(B) their(C) his(D) one’s

(A) to survive(B) have survived(C) surviving(D) survive

(A) sand(B) water(C) heat(D) food

(A) as much as(B) as many as(C) too much(D) so much that

15

8. The word “adopted” in line 2 is closest in meaning to

(A) attracted(B) developed(C) lost(D) asked about

9. What helps camels survive in the desert?

(A) They drink a lot of water at one time when they find it.(B) They rest for two weeks before trips in the desert.(C) They travel early in the morning, when they can soak up water from dew.(D) The people who travel with camels pack large amounts of water.

Part D

In this part of Section 2, the student must read a short passage and answer questions about it.

Sample Passage and Questions

We stopped to buy gas and to stretch our legs. We had left home early that morning and driven for what seemed likeyears. Now it was noon and the sun overhead was oppressive. The baby was crying. I wondered if we would everreach our grandmother’s house. Father bought us bottles of something cool to drink. As we sat sipping our drinksbeneath a shady tree, he began to tell us a story.

1. What time did the family stop?

(A) In the morning(B) At noon(C) In the afternoon(D) At night

2. Where was the family going?

(A) To the gas station(B) To visit their grandmother(C) Home from the store(D) Back from the park

3. What was the weather like?

(A) Cold(B) Rainy(C) Windy(D) Hot

4. Why does the writer mention “years” (line 2)?

(A) The family has been driving for a long time.(B) The father tells his story slowly.(C) The grandmother is very old.(D) The writer does not remember what happened.

5. When did the father tell the story?

(A) As he was walking(B) After he bought the drinks(C) Before the family sat down(D) When the family returned to the car

16

Answer Key for Sample Questions on Pages 7-15

Section 1 Part A Part B Part C Part D1. C 1. D 1. B 1. C2. D 2. D 2. C 2. C3. A 3. A 3. D 3. B4. D 4. C

5. C

Section 2 Part A Part B Part C Part D1. B 1. B 1. D 1. B2. C 2. C 2. A 2. B3. B 3. A 3. B 3. D4. D 4. D 4. B 4. A5. A 5. A 5. B

6. D7. D8. B9. A

17

Please read this section carefully before the actual testadministration. It explains the planning and arrangementsneeded for an administration of the SLEP test and providesthe directions that are to be read aloud to the students. It is,therefore, essential that the person administering SLEP, andany assistants, become familiar with the procedures, infor-mation, and instructions given in this manual before the dayof the test. It is important that the proctors follow the in-structions precisely to ensure the comparability of scoresacross test administrations.

Test Security. Students to be tested should not have an op-portunity to examine a test book before they take the SLEPtest. Only authorized personnel should have access to thetesting materials, which should be kept in locked storagewhen not in use. It is the responsibility of the supervisor tomaintain the security of the test materials at all times, evenafter the test has been administered. Each part of the SLEPtest contains sample questions. The sample questions in thismanual may also be used to acquaint students with the for-mat of the test.

Receipt of Test Materials. Within 24 hours of receiving thetest shipment, check the contents of each carton against theshipment notice. Notify the SLEP program office immedi-ately if any items are missing. After all items in the ship-ment are checked, reseal the carton with tape and lock thetesting materials in a secure storage area.

Assistants to the Person Administering the Test. Thenumber of assistants needed will depend on the number ofstudents to be tested. There should always be at least oneassistant so that in the event of an emergency the testingroom will not be left unattended.

Assistants should help the person administering the testbefore, during, and after the test by

● checking to see that students have written their namesand other identification information correctly on theiranswer sheets

● walking about the room frequently during the test toguard against cheating and to ensure that every stu-dent is working on the appropriate section

● checking to see that the students are markingtheir answers in the appropriate section of theiranswer sheets

Assistants should pay attention to their duties at all timesand should not disturb the examinees by pausing too longbehind individual students or by talking during the test.

Testing Room. The test may be administered in a class-room or language laboratory. Test performance can beaffected by the psychological atmosphere of the testingroom. To contribute to an atmosphere conducive to maxi-mum performance, the room(s) used for testing should becomfortable and free from distractions; the lighting, heat,and ventilation should be satisfactory. Rooms with acousti-cal problems should not be used for Section 1, ListeningComprehension.

Writing surfaces are important. They should be largeenough to accommodate both a test book and an answersheet; no one should have to pick up or shift either onebecause of lack of space. If lapboards must be used, theyshould be large enough so students will not have to supportthem by hand.

Seating. In devising a seating plan for the administrationof the SLEP test, the following guidelines should beconsidered:

● All examinees should face the same direction, andthey should be seated so they cannot exchangeinformation or see their neighbors’ responses. Allchairs in a row must be directly behind those in thepreceding row. There should be at least 4 feet(1.3 meters) between any two students.

● The person administering the test and any assis-tants must have unimpeded access to each personbeing tested.

● Left-handed students should be seated in a separaterow or in the last seat of each row of right-handedstudents. If chairs with left-hand tablet arms are notavailable, each left-handed student should be seatedwith a vacant chair to his or her left.

● On the day of the test, the students should be directedto seats at random (alternating from side to side orfrom front to back of the room) to avoid any possibil-ity of friends carrying out a prearranged cheatingscheme. Students should not be allowed to select theirown seats or to change seats after they have beenseated.

Administering the Test

18

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

4' 4'

X

X

X

X

X

X

X

X

X

X

X

X

4' 4'X XXX

Plan IA: level seating Plan IB: level seating Plan II: elevated seating

4'

4'

Plan III: tables

More than 12'6' or less

SEATING PLANS: X = EXAMINEE

Sample seating plans are shown below.

Equipment Needed for the Test Administration. Thematerials needed to administer the SLEP test include thosepurchased from Educational Testing Service and those sup-plied by the institution administering the test. The follow-ing checklists should be used to ensure that everythingneeded is available.

Checklist — Materials: Purchased from ETS

SLEP Test Manual, with instructions for adminis-tering the test, scoring the answer sheets, and com-puting scores

Test books

Answer sheets

Cassette for the Listening Comprehension section

Note: Check that the test books, answer sheets, andcassette are for the same form.

Checklist — Materials Supplied byAdministering Institution

A reliable watch for timing Section 2

A clock (alarm clock-size or larger) in the event atesting room does not have one. There should alwaysbe at least two timepieces in each testing room as acheck against mistiming.

Playback equipment for the Listening Comprehen-sion section — a standard-size cassette player thatreproduces sound with minimum distortion

Loudspeakers to improve audibility, if necessary (i.e.,if more than 15 are tested)

Several black, soft-lead pencils, erasers, and a pencilsharpener

Equipment Preparation. Because a script for the Listen-ing Comprehension section is NOT provided with the testmaterials, it is essential that the playback equipment be inworking order. To eliminate distortion, the recording/play-back heads should be cleaned with a recommended solvent;the pickup tracks on the heads of the player must be alignedwith the recorded tracks on the tape (distortion is often theresult of misalignment).

If the playback equipment works well but the actual testrecording is not satisfactory the first time it is used, print“defective” on the label and return the cassette to ETS witha letter describing the defect. (Depending on when the defectis discovered, you may have to postpone the administration.)

It is usually helpful to use an external loudspeaker —that is, a separate speaker not built into the cassette player.An external loudspeaker should always be used if more than15 students are to be tested. Most cassette players areequipped with an earphone jack. To connect the externalspeaker, plug the speaker wire into the earphone jack on thecassette player. External speakers of radio and other stereoequipment can usually be used for this purpose.

Testing Individuals With Disabilities. The SLEP programoffice recommends that alternative methods of evaluatingEnglish language proficiency be used for individuals whocannot take the SLEP test under standard conditions. Forexample, in the case of hearing impairment, the examineemay be able to take only the reading comprehension sec-tion. Criteria such as past academic record (especially ifEnglish has been the language of instruction), recommen-dations from language teachers or others familiar with theapplicant’s English proficiency, and/or a personal interviewor evaluation are suggested in lieu of SLEP scores.

If an institution receives a request to test individuals withdisabilities, the test administrators should ensure the stu-dent is provided with reasonable accommodations.

Examples of reasonable accommodations include

● extended testing time (all tests are timed)

● additional rest breaks

● writer/recorder of answers

● sign language interpreter (for spoken directions only)

19

Instructions for Administering theSLEP TestRead aloud to the students all directions printed in boxes,pausing where four dots appear to allow time for theprocedure described to be carried out. You should read thedirections slowly, and you may repeat them if necessary. Donot depart from these directions or answer any questionsabout the content of the test, and do not translate from Englishany instructions for the students. Scores of all students testedwill be comparable only if SLEP is administered understandardized conditions. It is, therefore, essential that theinstructions and timing be strictly adhered to.

When everyone has been admitted and seated, say:

During the test you may have nothing on your

desk EXCEPT your test book, answer sheet,

and pencils. Place all other materials where they

cannot be seen. Try to answer every question in

the test, but do not be concerned if you cannot

answer all of them. If you are not sure of the

correct answer to a question, make the best

guess you can and go on to the next question.

If the complete test is given in one session, say:

There will be no rest break during the test.

If the test is given in two sessions, say:

There are two sections in this test. The Listen-

ing Comprehension section will be given now;

the Reading Comprehension section will be

given ________ (give instructions according to

your plan).

Continue the directions:

I am now going to give you the answer sheets.

These answer sheets are two-ply sets. DO

NOT separate the sheets; mark your answers

on the top sheet.

Distribute one answer sheet set to each student. When youhave finished and everyone is ready, say:

Does everyone have a pencil?. . . . (Give a pencil

to anyone who does not have one.) Use only your

pencil when you write on your answer sheet.

Be sure all your marks are heavy and you com-

pletely fill in all the necessary ovals. If you make

a mistake, make an X through the oval you wish

to change and then completely fill in the new

answer oval.

Continue the directions:

Now, look at the box at the top of your answer

sheet and write your name on the line pro-

vided. . . .

On the two lines under your name, write your

age and your present class or grade level. . . .

Next, on the line labeled “Native (First) Lan-

guage,” write the name of your native lan-

guage. . . . On the next line, write today’s date

(give the date). . . .

Now I am going to give you the test books.

When you get your test book, read the directions

on the back cover. Do NOT open your test book

until I tell you to do so, and do not write on it.

Give one test book to each student individually. When youhave finished, say:

After you have read the directions, look up at

me. . . .

When everyone is ready, say:

Look at the letters and numbers after the word

“Form” in the upper right corner of your test

book. Now, copy these letters and numbers onto

your answer sheet, on the line labeled “ Test

Book Form Number.” (Show the group where to

find the form designation on the test book and where

to write it on the answer sheet.) Does everyone

understand what to do?. . . .

20

After everyone has finished writing the form number, say:

Remember that you should have nothing on

your desk but your test book, answer sheet,

pencil, and erasers. You may not make notes in

your test book or on your answer sheet, and you

may not use note paper. Be sure that you mark

your answers only in the proper places on your

answer sheet. If you find something wrong with

your test book during the test, or if you need

another pencil, raise your hand.

Each of the two sections in this test has a

different time limit. During the time allowed

for a section, you must work only on that sec-

tion. Even if you finish before time is called,

you must stay in your seat until everyone is

dismissed.

You may not ask any questions once the

test begins. Please raise your hand now if you

have any questions or do not understand. . . .

Answer any questions students may have about procedures;then say:

The first section of the test is Listening Com-

prehension. All the directions for this section are

given on the recording you will hear in a

moment. At the beginning of the recording, each

of the speakers will make an introductory

statement. If you cannot clearly hear these state-

ments, raise your hand immediately so I can

make adjustments. Once the test begins, I can-

not make any changes.

Find the answer spaces for Section 1 on your

answer sheet. Now open your test book to the

directions for Section 1 and read along as they

are read on the tape.

Start the recording. Make any necessary adjustments orseating changes after the completion of the introductorystatements (which may be replayed if necessary). It is veryimportant that you make any necessary adjustments at thistime so all students can clearly hear the recording.

BEGIN THE TEST.

You (and/or your assistants) should walk around the roomas soon as the students begin working to be sure everyone isworking on the correct section and is marking the answersin the appropriate area, and in the appropriate order, on theanswer sheet.

At the conclusion of Section 1, you will hear the speakersay “End of recording.” Turn off the machine.

If you are giving the test in two sessions, go to the direc-tions on the next page.

If you are giving the complete test in one session,Section 2 should be started as soon as the recording forSection 1 is completed. After you turn off the machine, say:

Stop work on Section 1. During the next 45

minutes you may work only on Section 2. Do

NOT work on Section 1. Turn to the directions

for Section 2 in your test book, read them, and

begin work.

After exactly 45 minutes, say:

Stop work. Close your test book and keep it

closed. Do not put your answer sheet inside your

test book.

Now look over your answer sheet carefully.

Be sure all the marks you made are dark and

completely fill the ovals.

I am going to collect the test books first and

then the answer sheets. No one may leave the

room until all materials have been collected and

counted, and you may not talk until you are

dismissed.

Collect the test books and then the answer sheets; be sureyou have the correct number of each. As you collect theanswer sheets, check to be certain that each examinee hascompleted the identification information at the top of theanswer sheet. When you can account for all materials, dis-miss the students.

21

IF YOU ARE GIVING THE TESTIN TWO SESSIONS:

Immediately after you turn off the machine, say:

Stop work on Section 1. Close your test book

and keep it closed. Do not put your answer

sheet inside your test book.






room until all materials have been collected,

and you may not talk until you are dismissed.

Collect the test books and then the answer sheets. As youcollect the answer sheets, check to be certain that eachexaminee has completed the identification information atthe top of the answer sheet. When you are sure you have thecorrect number of test books and answer sheets, say:

Section 2 of the test, Reading Comprehension,

will be given ________ (give instructions accord-

ing to your plan). You may leave now.

SECTION 2, READING COMPREHENSION

Note: If students are to use a separate answer sheet forSection 2, give them the new answer sheet after they havebeen admitted and seated, and have them complete the iden-tification information at the top of the answer sheet. Skipthe next instruction and read the subsequent instructionsaloud.

If the students are to use the same answer sheet they usedfor Section 1, after everyone has been admitted andseated, say:

I am now going to give you your answer sheet.

When you get your answer sheet, check to make

certain it is the same one you used for Section 1.

When you are certain that everyone has provided theidentification information at the top of his or her answersheet, say:

When you get your test book, read only the

directions on the back cover. DO NOT open the

test book, and do not write on it.

Hand one test book to each student individually. When youhave finished, say:

After you have read the directions, look up at

me. . . .

When everyone is ready, say:

Does everyone have a pencil? (Give a pencil to

anyone who does not have one.) Be sure to use

only your pencil to mark your answers to the

question, and make your marks heavy enough

so that you completely fill in the oval spaces.

Now remove from your desk everything but

your test book, answer sheet, and pencils. You

may not make notes in your test book, on your

answer sheet, or on note paper. Remember to

mark your answers only in the proper places on

your answer sheet. If you find something wrong

with your test book during the test, or if you

need another pencil, raise your hand.

You must work ONLY on Section 2. Do not

look at Section 1 during this part of the test. Try

to answer every question, but do not be con-

cerned if you cannot answer all of them. If you

are not sure of the correct answer to a question,

make the best guess you can and go on to the

next question. If you finish Section 2 before time

is called, you must stay in your seat until every-

one is dismissed. You may not ask any questions

once the test has begun.

Please raise your hand now if you have any

questions or do not understand. Do not open

the test book yet. . . .

22

Answer any questions students may have about procedures;then say:

You will have 45 minutes to work on Section 2.

Find the answer spaces for Section 2 on your

answer sheet, open your test book to Section 2,

and begin work.

You (and/or your assistants) should walk around the roomas soon as the students begin working to be sure everyone isworking on the correct section and is marking the answersin the appropriate area, and in the appropriate order, on theanswer sheet.

After exactly 45 minutes, say:

Stop work. Close your test book and keep it

closed. Do not put your answer sheet inside your

test book.






room until all materials have been collected

and counted, and you may not talk until you

are dismissed.

Collect the test books and then the answer sheets. As youcollect the answer sheets, check to be certain that eachexaminee has completed the identification informationat the top of the answer sheet. When you are sure you havethe correct number of test books and answer sheets, dismissthe students.

Scoring the Answer Sheets

Scores of all the students tested will be comparable only ifthe SLEP test is given under the same conditions as thosefollowed in administrations of the test from which statisti-cal data were gathered.

Before scoring the answer sheets, scan each one forimproper markings. Wherever a student has clearly indicatedmore than one answer to a question, draw a horizontal linethrough all answer spaces for that question with a coloredpencil. If a student has partially erased one choice and it isclear that another choice is the intended answer, erase theextra mark so it will not be scored.

The two-ply answer sheets for the SLEP test are designedfor hand scoring; they cannot be scored by machine.

Remove the top ply of the answer sheet set and count thenumber of marks that coincide with the preprinted correctresponses. This is the number of correct answers the exam-inee has chosen, and it is the examinee’s raw score. Anyclear spot showing only the letter in the oval or a line drawn

through the oval is to be counted as a wrong or omittedresponse. To check the raw score, be sure the number ofcorrect responses and the number of omitted and incorrectresponses equal the number of questions in the section.

For each section, write the number of correct responsesin the appropriate box at the bottom of the answer sheet.Then, using the conversion table for Form 4, Form 5, orForm 6 (pages 24-26), convert the raw score for each sec-tion to the scaled score for that form. Write the scaled scorefor each section in the appropriate box for the section. Thescaled scores for Section 1 and Section 2 should then beadded to obtain the scaled score for the total test.

The use of scaled scores allows direct comparisons to bemade among scores on all forms of the SLEP test, and thus,in effect, adjusts for differences in difficulty that may existfrom form to form.

23

Interpreting SLEP Scores

Scaled Scores. Scores for the SLEP test consist of a scorefor each section and a score for the total test. In order tointerpret the scores, the raw scores (number of correct re-sponses) for each section of the test must be converted toscaled scores. Scores for each form of SLEP are on the samecommon scale. SLEP scaled scores are neither the numbernor the percentage of questions answered correctly. Theyprovide a common yardstick on which to evaluate how wella student performed on that section of the test, regardless ofthe particular form that was administered.

For all forms of SLEP the minimum and maximum scaledscores are the following:

Lowest Scaled Highest ScaledScore Score

ListeningComprehension 10 32

ReadingComprehension 10 35

Total 20 67

While it is possible for a student to achieve a scaled scoreof 10 for each section of the test, with a minimum total scaledscore of 20, the maximum possible scaled scores for the Lis-tening and Reading Comprehension sections are 32 and 35,respectively. The maximum possible total scaled score is 67.

The score conversion tables on pages 24-26 should be usedto convert raw scores on different SLEP forms to the commonscale described above. The conversion tables were derived bya statistical procedure known as equating. Because alternateforms of the same test may differ slightly in difficulty, theequating process adjusts the resulting scaled scores such thatno student is advantaged or disadvantaged by the particularform of the test that was administered. It is important that youuse the appropriate conversion table for the form you haveadministered in order to convert a student’s raw scores cor-rectly. For example, an examinee who receives a raw score of52 (52 correct answers) on the Listening Comprehension sec-tion of Form 4 would receive a scaled score of 18 for thissection. The same Listening raw score on SLEP Form 5 equalsa scaled score of 21 for this section; on Form 6 it results in ascaled score of 19 for the section. Using the scaled scoresobtained by referring to the score conversion tables ensuresthat the scaled scores on alternate forms of the test representcomparable levels of language proficiency.

Percentile Ranks. Comparing a student’s scores to the knownminimum and maximum possible scores provides limited in-formation; more appropriate comparisons can be made byreferring to percentile ranks. The percentile ranks for SLEPscores shown on page 27 can be used to compare one student’s

performance with that of other students who have taken thetest. These percentile ranks are based on the performance of1,650 non-native English speaking students enrolled in U.S.public schools in grades seven through twelve duringFebruary and March 2003.

From this table, it can be determined, for example, that if astudent obtains a scaled score of 27 on the Listening Compre-hension section, that student has performed better than 80 per-cent of the students in the norm group. Similarly, if the scaledscore obtained by the student is 28 on the Reading Compre-hension section, the student has performed better than 92 per-cent of the students in the norm group. Finally, the total scorefor this student is 55 (sum of 27 and 28) corresponding to apercentile rank of 91, which can be interpreted as an overallperformance better than 91 percent of the norm group.

The scores for the SLEP test are not perfectly precise abilityindicators. An individual’s scores can vary just by chance fromone test administration to another, even when there is no changein the student’s true ability. The index that is commonly used todescribe the degree of precision in a measurement is called thestandard error of measurement. The standard error of measure-ment for the SLEP total score is approximately two scaled scorepoints (see table on page 6). About two-thirds of the obtainedscores can be expected to fall between one standard error be-low the true score and one standard error above the true score.This means that if a student’s “true” ability score (the score thestudent would earn if the test could measure his or her abilitywith perfect precision) is, for example, 55, the chances are twoout of three that the student’s obtained score will be between53 and 57 (55 plus or minus 2).

Naturally, variation in scaled scores due to less than precisemeasurement can also affect an examinee’s rank within a distri-bution. The greatest variation in rank usually occurs with scaledscores near the mean. Thus, a two-point change in a scaled scorenear the mean may move an examinee as much as 11 percentwithin the distribution, while the same two-point change in ascaled score at either end of the distribution moves the examineeonly a few percentile ranks. The degree of change in rank withina distribution depends on the spread of scores within the distribu-tion. Thus, local norms should be developed whenever possible.

Although percentile ranks provide some additional infor-mation that can aid in the interpretation of an examinee’s score,more relevant comparisons are made with the scores of exam-inees having similar characteristics. Tables comparing studentsby grade, gender, native language, length of residence in theUnited States, duration of English study (both in the UnitedStates and outside), and type of program enrollment can befound in the technical supplement available on request. Thesupplement also reports the results of a validity study compar-ing teachers’ evaluations of students with their SLEP scores.

There are no passing or failing scores, as such, for the SLEPtest. Each school should make its own decisions regarding theuse of SLEP scores to help in placing students or in decidingthe courses of study in which students should enroll.

24

SECONDARY LEVEL ENGLISH PROFICIENCY TESTSCORE CONVERSION TABLE

Form 4

35 2034 2033 1932 19

71 35 31 18

70 35 30 1869 35 29 1768 35 28 1767 35 27 1666 34 26 16

65 34 25 1564 34 24 1563 33 23 1562 33 22 1461 33 21 14

60 32 20 1359 32 19 1358 31 18 1257 31 17 1256 30 16 11

55 30 15 1154 29 14 1053 29 13 1052 28 12 1051 28 11 10

50 27 10 1049 27 9 1048 26 8 1047 26 7 1046 25 6 10

45 25 5 1044 24 4 1043 24 3 1042 23 2 1041 23 1 10

40 22 0 1039 2238 2237 2136 21

35 1174 32 34 1073 31 33 1072 30 32 1071 29 31 10

70 29 30 1069 28 29 1068 27 28 1067 27 27 1066 26 26 10

65 25 25 1064 25 24 1063 24 23 1062 23 22 1061 23 21 10

60 22 20 1059 22 19 1058 21 18 1057 21 17 1056 20 16 10

55 19 15 1054 19 14 1053 18 13 1052 18 12 1051 17 11 10

50 17 10 1049 17 9 1048 16 8 1047 16 7 1046 15 6 10

45 15 5 1044 14 4 1043 14 3 1042 14 2 1041 13 1 10

40 13 0 1039 1238 1237 1236 11

Listening Comprehension Reading Comprehension

Raw Scaled Raw Scaled Raw Scaled Raw ScaledScore Score Score Score Score Score Score Score

25


Form 5

35 1734 1733 1732 16

71 35 31 16

70 34 30 1569 33 29 1568 32 28 1567 31 27 1466 30 26 14

65 29 25 1364 29 24 1363 28 23 1262 28 22 1261 28 21 12

60 27 20 1159 27 19 1158 27 18 1057 26 17 1056 26 16 10

55 25 15 1054 25 14 1053 25 13 1052 24 12 1051 24 11 10

50 23 10 1049 23 9 1048 23 8 1047 22 7 1046 22 6 10

45 21 5 1044 21 4 1043 21 3 1042 20 2 1041 20 1 10

40 20 0 1039 1938 1937 1836 18

35 1374 32 34 1373 31 33 1272 30 32 1271 30 31 11

70 29 30 1169 29 29 1168 28 28 1067 28 27 1066 27 26 10

65 27 25 1064 26 24 1063 26 23 1062 25 22 1061 25 21 10

60 25 20 1059 24 19 1058 24 18 1057 23 17 1056 23 16 10

55 22 15 1054 22 14 1053 21 13 1052 21 12 1051 20 11 10

50 20 10 1049 20 9 1048 19 8 1047 19 7 1046 18 6 10

45 18 5 1044 17 4 1043 17 3 1042 16 2 1041 16 1 10

40 15 0 1039 1538 1537 1436 14



26


Form 6

35 1934 1933 1832 18

71 35 31 17

70 34 30 1769 33 29 1668 33 28 1667 32 27 1666 32 26 15

65 31 25 1564 31 24 1463 31 23 1462 30 22 1361 30 21 13

60 29 20 1259 29 19 1258 29 18 1157 28 17 1156 28 16 10

55 27 15 1054 27 14 1053 27 13 1052 26 12 1051 26 11 10

50 26 10 1049 25 9 1048 25 8 1047 24 7 1046 24 6 10

45 23 5 1044 23 4 1043 23 3 1042 22 2 1041 22 1 10

40 21 0 1039 2138 2037 2036 20

35 1174 32 34 1173 31 33 1072 30 32 1071 29 31 10

70 28 30 1069 28 29 1068 27 28 1067 27 27 1066 26 26 10

65 26 25 1064 25 24 1063 24 23 1062 24 22 1061 23 21 10

60 23 20 1059 22 19 1058 22 18 1057 21 17 1056 21 16 10

55 20 15 1054 20 14 1053 19 13 1052 19 12 1051 18 11 10

50 18 10 1049 18 9 1048 17 8 1047 17 7 1046 16 6 10

45 16 5 1044 15 4 1043 15 3 1042 14 2 1041 14 1 10

40 13 0 1039 1338 1237 1236 12



27

PERCENTILE RANKS FOR SLEP SCORES(Based on the Performance of 1,650 Nonnative Students tested in Public Schools in the U.S. during

February and March 2003)

35 99+34 99+33 99+

32 99+31 9830 96

29 9528 9227 88

26 8425 7824 73

23 6722 5921 54

20 4819 3918 33

17 2516 2015 14

14 913 612 4

11 210

67 99+66 99+65 99+

64 99+63 99+62 99+

61 99+60 9859 97

58 9657 9456 93

55 9154 8853 86

52 8351 8050 77

49 7448 7147 68

46 6545 6144 58

32 99+31 99+30 98

29 9428 8727 80

26 7525 6824 64

23 5822 5321 47

20 4219 3818 33

17 2916 2515 22

14 1813 1512 11

11 910

Listening Reading Total TestComprehension Comprehension

% with % with % with % withScaled Lower Scaled Lower Scaled Lower Scaled LowerScore Score Score Score Score Score Score Score

43 5642 5241 49

40 4639 4338 40

37 3636 3335 30

34 2733 2532 23

31 2030 1829 16

28 1327 1126 10

25 824 623 4

22 321 220

28

A school that uses SLEP scores should consider certain fac-tors in evaluating an individual’s performance on SLEP andin arriving at SLEP score requirements that are appropriatefor the institution. The following guidelines are presentedto assist schools in arriving at reasonable decisions.

● Base the evaluation of a student’s readiness tobegin academic work on all available relevantinformation, not solely on SLEP scores.

SLEP measures an individual’s ability in several areasof English language proficiency. The test is notdesigned to provide information about scholasticaptitude, motivation, language-learning aptitude, andcultural adaptability. However, evidence of anindividual’s ability on these variables may be availableand should be considered when determining anappropriate educational placement.

● Do not use rigid “cut-off ” scores in evaluating astudent’s performance on SLEP.

Because test scores are not perfect measures of aperson’s ability, the use of rigid cut-off scores shouldbe avoided. The standard error of measurement shouldbe understood and taken into consideration in makingdecisions about an individual’s test performance orin establishing appropriate critical score ranges forthe school’s academic demands.

● Consider section scores as well as total scores.

The total score on SLEP is based on the scores on thetwo sections of the test. While a number of studentsmay achieve the same total score, they may have dif-ferent section scores, which could be significant. Forexample, a student with a low score on the ListeningComprehension section, but a relatively high scoreon the other section, may have greater initial difficultyin lecture classes or in situations that heavily dependon comprehension of spoken English. Similarly, itmay not be appropriate to place a student with a lowscore on the Reading Comprehension section in acourse that requires a great deal of unsupervisedreading.

● Consider the kinds and levels of English profi-ciency required in different classes of study andthe resources available at the school for improvingthe English language skills of nonnative speakers.

All subjects may not require the same level of lan-guage proficiency in order for students to performacceptably.

Students in technical courses may be successful eventhough their scores are lower than those obtained bystudents entering courses requiring high verbal pro-ficiency. For instance, mathematics may require alesser degree of English language proficiency thansocial studies.

● Consider SLEP scores in interpreting a student’sperformance on other standardized tests.

Students with limited English-speaking ability arefrequently required to take other standardized tests,such as tests of reading skills, intelligence, and gen-eral achievement. In such cases, SLEP scores may behelpful in interpreting the scores obtained on othertests. If an individual’s SLEP scores are low and thescore on another test is also low, one can infer thatperformance on the other test might have beenimpaired because of deficiencies in English.

Confidentiality of ScoresScores obtained by persons taking the Secondary LevelEnglish Proficiency Test should be released by the institu-tion administering the test only with the informed consentof the individuals. Under federal privacy legislation, institu-tions are obligated to maintain data about an individual, suchas test scores, on a secure basis and to limit access to suchdata to authorized recipients. Each student should beinformed that certain faculty members and others directlyconcerned with the student’s education may have access tothis information. Summary data or combined data for groupsof examinees should be released with discretion to appro-priate groups or agencies and only for the purpose intended.

Local Validation StudiesThe establishment of appropriate standards of language pro-ficiency for placement through the use of SLEP scores canhave a favorable effect on the success rate of nonnativeEnglish-speaking students. However, such standards shouldbe supported by the collection of data based on the studentpopulation in a particular district or at a particular institu-tion. This information may be useful in raising or loweringthe standard as necessary.

Institutions that use SLEP scores should collect infor-mation on subsequent performance by students who areplaced in mainstream classrooms. Scores may be comparedto a variety of criterion measures, such as students’ ratingsof the adequacy of their language skills for study in English,or classroom teachers’ ratings of the adequacy of students’language skills. Expectancy tables can be used to show thedistribution of performance on the criterion variables forstudents with given SLEP scores. Thus, it may be possible

Additional Factors To Consider In Using SLEP Scores

29

to depict the number or percentage of students at each SLEPscore level who attain a certain language proficiency ratingas assigned by teachers, or who rate themselves as not beinghampered by lack of English skills while pursuing a regularprogram of study. When analyzing and presenting such data,one should take into account the subject in which studentsare enrolled.

Subscores may also be taken into consideration whenstudying the validity of SLEP score standards. For coursesthat require much reading, the Reading Comprehension scoremay be particularly important. Assessment of the relation-ship of subscores to the criterion variables can further refinethe process of interpreting SLEP scores.

To be useful, data on subsequent performance have to becollected for relatively large numbers of students over anextended period of time. Districts or institutions that haveonly a small number of nonnative English-speaking studentseach year, or that have only recently begun to require SLEPscores, may not find it feasible to conduct the recommendedstudies. In such cases it may be helpful to seek informationand advice from those who have more extensive experiencewith SLEP, to consult the normative data in this manual andthe technical supplement, or to refer to other studies aboutthe SLEP test. (See References.)

References

Cowell, W. R. “Applicability of a simplified three-param-eter logistic model for equating tests.” Paper presented atthe annual meeting of the American Educational ResearchAssociation, Los Angeles, April 1981.

This paper reports on a study comparing the effects ofthree small sample equating models with the linear equat-ing model that was used to equate scores on different formsof SLEP. The three small sample models investigated werea three-parameter logistic model, a simplified item responsetheory model, and a one-parameter Rasch model. Item datawere obtained from examinee responses to 16 SLEP pretestforms administered in the fall of 1979 and from 2 operationaltest forms administered in 1980 and 1981. The results indi-cate that differences among the small sample models werevery small. Somewhat larger differences were found betweensmall sample and linear equating models for scores in thelower half of the distribution for the Listening Comprehen-sion section.

Cronbach, L. J. (1951). Coefficient alpha and the internalstructure of tests. Psychometrika, 16, 297-334.

DeAvila, E., and Duncan, S. “The Language AssessmentScales.” San Rafael, CA: Linguametrics Group.

DeBoe, M. “Secondary Level English Proficiency (SLEP)Test.” The ORTESOL Newsletter. 6(3), 1983, p. 14.

This review of SLEP focuses on the unusual languagetasks required by the test. It concludes that these tasks assessfunctional understanding more directly than tests that usewritten or oral passages and comprehension questions. Itsuggests that SLEP be considered by junior colleges as wellas secondary schools.

DiFiore, J. V. “Specifications for a listening-dictation item-type.” University of Florida, unpublished master’s the-sis, 1980.

The author analyzed 56 SLEP multiple-choice dictationitems provided by ETS in order to determine the character-istics of discriminating items. The items that functioned besthad distractors that resembled their keys in four areas: wordposition, syntax, semantics, and phonology. Good distractorsused the same word as the key at the beginning and at theend of the sentence. They also used parallel syntactic con-structions.

Ilyin, D. “Performing it more naturally may make it easierand more accurate.” Paper presented at the Fifth AnnualLanguage Testing Research Colloquium, Ottawa, March1983.

The paper compares the SLEP and Comprehensive En-glish Language Test for Speakers of English as a SecondLanguage (CELT) Listening Comprehension sections interms of item type, content characteristics, student andteacher reactions, and actual test results based on some 250adult students. The author concludes that SLEP is a moreintegrative test containing more natural language tasks, andthat it distinguishes better between different instructionallevels than the CELT.

Ilyin, D., Spurling, S., Carleton, P., and Seymour, S. “Doolder adults do it differently?” Paper presented at theSeventeenth Annual TESOL Convention, Toronto, March1983.

This paper examines the relationship between clozeand other language proficiency tests and variation in thisrelationship by age and high school graduation status.

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The SLEP and several other commercial tests were admin-istered to a group of 257 adult students. SLEP showed thehighest reliability of any of the measures. The results sug-gest that among adult learners, age and formal educationinfluence the configuration of language proficiency.

Siegel, B. “Using an exam as a means not an end in ESL.”Northern New England TESOL Newsletter, 3(1), 1983,pp. 1-2.

This test review describes how SLEP can be used as ateaching activity. The author concludes that SLEP is a use-ful addition to the classroom — far more useful than eventhe test maker might realize.

Sloan, S. “Let’s look at SLEP.” Secondary Schools SIG News-letter, 5(1), 1982, p. 5.

The reviewer describes SLEP and discusses appropriateuses. The review concludes that SLEP is a useful measureof listening and reading that, taken with other data, can helpa trained person in planning a language program. (Thisreview also appeared in CATESOL News, August 1982.)

Stansfield, C. “Reliability and validity of the SecondaryLevel English Proficiency test.” System, 12(1), 1984.

This article describes the history of SLEP, the develop-ment of the test specifications, and the performance of eachitem type and the total test during an administration of SLEPto students in several countries. Several innovative formatsare discussed, including multiple-choice cloze and multiple-choice dictation. Also reported are the findings of a validitystudy that involved the analysis of test scores and demo-graphic data for U.S. public school students.

Wilson, K. M. Uses of the Secondary Level Proficiency(SLEP) Test: A Survey of Current Practice (TOEFLResearch Report No. 43). Princeton, NJ: EducationalTesting Service, 1993.

Provides information regarding testing practices andpurposes, characteristics of examinees, test users’ perceptionsof the principal strengths and limitations of the test and testmanual, and the extent and nature of local studies concernedwith validating the SLEP test.

References (continued)

Wilson, K. M., and Tillberg, R. An Assessment of SelectedValidity-Related Properties of a Shortened Version of theSecondary Level English Proficiency Test and LocallyDeveloped Writing Tests in the LACCD Context.Princeton, NJ: Educational Testing Service, 1994.

This is the report of a study undertaken to obtain empiricalevidence regarding aspects of the validity and usefulnessfor ESL placement of (a) a shortened version of the SLEPTest, being used for ESL placement by colleges in the LosAngeles Community College District and (b) locallydeveloped and scored writing tests.

Wilson, K. M., and Graves, K. An Assessment of Validity-Related Properties of the Secondary Level EnglishProficiency Test and Measures of ESL Speaking andWriting Abilities in the Temple University-Japan Context.Princeton, NJ: Educational Testing Service, 1995.

This study was concerned with analyzing inter-relationships among measures of basic ESL macroskills,namely, Listening Comprehension (LC) and ReadingComprehension (RC) scores provided by the correspond-ingly labeled sections of the SLEP test; ratings of ESLspeaking proficiency based on locally developed interviewprocedures; and ratings of ESL writing proficiency basedon locally collected writing samples. The analyses werebased on data for some 1,600 native-Japanese speakersapplying for admission to Temple University-Japan, whichoffers an English-medium program of academic instruction.

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Item Unit Price Total PriceNumber Description US Dollars Quantity US Dollars

724250 Basic Test Material Package: 20 test books, $235100 2-ply answer sheets, 1 cassette forListening Comprehension, and 1 test manual.

724118 Test books (pack of 10) $85 *

997802 Two-ply answer sheets (pack of 100) $85 *

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999090 SLEP Technical Supplement N/C

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