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Journal of Mixed Methods Research
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The Predictive Validity of an ESL Placement Test

A Mixed Methods Approach

Young-Ju Lee

University of Illinois at Urbana Champaign, yjlee{at}kice.re.kr

Jennifer Greene

University of Illinois at Urbana Champaign

This study investigated the relationships between graduate students' placement test scores for English as a second language (ESL) and three measures of academic performance (grade point average [GPA], faculty evaluations, and student self-assessments). Qualitative and quantitative data collection techniques (archival, questionnaires, and interviews) were used to collect data from 100 students and 55 faculty members. Although nonsignificant correlations were found between test scores and GPA, qualitative findings indicated that English skills are an important factor affecting students' course performance. Additional mixed methods analyses found that variations in students' views of academic success and their relevant background knowledge can help explain the overall insignificant relationship between ESL placement test scores and GPA. This mix of methods thus illuminated particular strands of the complex relationships between English proficiencies and graduate-level academic performance.

Key Words: predictive validity • mixed methods approach • language assessment • ESL placement tests • educational measurement

Journal of Mixed Methods Research, Vol. 1, No. 4, 366-389 (2007)
DOI: 10.1177/1558689807306148
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