The relationship between progress tests and the end of course assessment test at foundation level at Bilkent University School of English Language (BUSEL)
Gencer, Müge Ayşe
Item Usage Stats
MetadataShow full item record
Testing has always been an important part of every teaching and learning experience. Tests can serve a number of purposes. One of the important ones is that tests can help identify the strengths and weaknesses of learning so that necessary help can be provided to learners. The goals of this study were to investigate both the extent to which overall scores on progress tests were indicative of students' performance on the end of course assessment test and the extent to which each section on progress tests were indicative of performance on the end of course assessment test in Group l,who studied 2 weeks at zero beginners and 14 weeks at beginners levels, and in Group 2, who studied 16 weeks at beginners levels at Bilkent University School of English Language (BUSEL). The subjects were 223 beginners level students. 98 of them were in Group 1 and 125 of them were in Group 2. The students in Group 1 consisted of only 4-year students whereas those in' Group 2 included both 2-year and 4-year students. Group 2 was a heterogenous group. The overall scores and breakdown scores of students in both groups were gathered and analyzed systematically using Pearson Product-Moment Correlation Coefficient. The study revealed that all the correlations of overall scores on progress tests and on the the end of course assessment test were positive and statistically significant at p<.001 level in both Group 1 and Group 2. Group 1 students' overall scores on progress tests showed the highest correlations with the one on the end of course assessment test. The correlations ranged from .64 to .82 and they were all statistically significant at .001 level. On the other hand, the breakdown of scores showed a variation. All of them had positive correlations and statistically significant between .001 and .10. In general, it was difficult to predict students' performance on different sections of the end of course assessment test. The correlation coefficients indicated that students in Group 1 had the highest correlations both on overall scores and on the breakdown of scores.