Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment

This research study explores teacher and student perceptions to verify consequential validity the potential washback effect of a locally developed university-level English language proficiency test which consists reading listening-to-writing assessment tasks. The integrated is used upon completion preparatory program in Turkish context determine learners’ access further medium academic courses their departments. To examine whether this source-based has achieved its intended outcomes, 39 freshman students 19 university instructors, who offered various departments, were surveyed through questionnaires. Interviews conducted with instructors gauge perspectives about test-based decisions (whether pass or fail) over time terms competency skills learners. Quantitative qualitative data analysis also revealed evidence both for positive negative issues concerning test. Findings may help educators reach better understanding construct tasks EAP contexts consequences use achieving unintended curricular goals.