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Abstract
Whether a candidate is taking a "high stakes" test such as the TOEFL or a "low stakes" test such as an end-of-level test, the repercussions of a wrong score always have a significant impact. That's why high-stake tests are constantly subjected to validation processes, while their low-stakes counterparts rarely are. This research has focused its attention on an EFL program of a Panamanian institution with the objective of determining the validity of the tests used, which are considered to be "low" stakes. The type of research carried out is applied, descriptive, mixed, non-experimental, and transversal. The following types of validity were evaluated: validity based on the context, validity based on the theory, reliability of test results, and characteristics of the candidates. The institutional tests of the EFL courses of a Panamanian institution were studied. In this institution, most of the teachers use the Schoology LMS platform to administer their end-of-course exams. A sample was taken in June 2018 that contained the record of the final tests of levels 1, 2, 3, 4, 5, 6, 7, 9, 11, 12, 13, and 15; since only the teachers of these levels used the platform in that period. The sample contained a total of 340 administrations. Important deficiencies were found in regards to context-based validity and score reliability, while the results of the evaluation of theory-based validity and the characteristics of the candidates were rather positive. A series of recommendations were provided, among which are the creation of institutional oral tests, the inclusion of a section to evaluate listening comprehension, and the application of greater reliability studies, among others.
Keywords:
References
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