Concurrent and predictive validity of Pearson Test of English Academic (PTE Academic)
Mehdi Riazi, Department of Linguistics, Macquarie University
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https://doi.org/10.58379/VFSQ6999
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Volume 2, Issue 2, 2013
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Abstract: This study examines the concurrent and predictive validity of the newly developed Pearson Test of English Academic (PTE Academic). The study involved 60 international university students who were non-native English speakers. The collected data included: the participants’ scores on a criterion test (IELTS Academic), their PTE Academic scores, and their academic performance as measured by their grade point average (GPA). The academic performance data of a similar norm group of native speakers were also collected. Results of the data analysis showed that there is a moderate to high significant correlation between PTE Academic and IELTS Academic overall, and also in terms of the four communication skills of listening, reading, speaking, and writing. Additionally, significant correlations were observed between the participants’ PTE Academic scores (overall and the four communication skills) and their academic performance. Results show that as the participants’ PTE Academic scores increased, their academic performance became on par or exceeded that of the norm group such that those in C1 and higher levels of the Common European Frame of Reference (CEFR) outperformed the norm group academically. Findings of this study provide useful implications for the testing community and higher education decision-makers.
Keywords: validity, criterion-related validity, PTE Academic, IELTS Academic