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English Proficiency Test

1072 Words5 Pages

Universitas Negeri Gorontalo has been awakening of the importance of English language skills and competence as the essential for its’ students’ success, regarding the demand of accountably human resource for global market and competitive economic, as well as human resource growth. The frequency of English use has been noticeable, can be seen from the curriculum that considers English as a compulsory course in every major and department, or the use of English proficiency test for its graduating students. Another important fact to be considered is that many job vacancies, including public officer, the most popular job among graduates, require English proficiency certificate with certain standard score. For example, the 2014 job vacancy in the …show more content…

In UNG, particularly, there are two (but not limited) variety of English Proficiency test commonly accepted, those are Institutional Testing Program (ITP) developed by ETS, and TOEFL Prediction conducted by Language center of UNG. Both are paper-based TOEFL. There is no significant difference between these two in terms of content of the tests and the scoring system. The only things make them different are the price and the legalization. ITP is mostly accepted both nationally and internationally, while TOEFL prediction is made or compiled by Language center of UNG and intended to be used in the institution only. The test covers three English skills namely Listening, Structure and Written Expression, and Reading Comprehension. Paper-based TOEFL is used because it is the most common and easiest test in terms of the English skills complexity and facilities needed to be prepared for the test (no need to prepare computer orhigh speed internet as for IBT or CBT. It only needs paper, pencils, sound player, and …show more content…

Such response can be positive, negative or even ignorance. Andrews (1994) as cited in Cheng and Curtis (2004, p. 14) emphasizing the complexity of washback on curriculum innovation on three possible responses from the elements involved in the regulation: fight it, ignore it, or use it. The term ‘fight it’ refers to any effort of using the process and criteria as an exchange to the test, and considering the test as encouraging the expected educational practices. The term ‘ignore it’ means dissembling the stakes the test brings, as Andrews (1994) said, ‘hiding its head on the sand’ (p. 52). Meanwhile, the term ‘use it’ is the most common washback, promoting the utilization of a high stake test in achieving pedagogical goals. This washback is expected as a positive influence of test as a regulation for educational

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