ITSC

About ITSC

G-TELP

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Contribution

  • At the International Testing Services Center (ITSC), we are passionate about providing equitable education opportunities to individuals worldwide through our innovative and reliable English assessment solutions. As a leading research-oriented, independent educational measurement and evaluation organization, we have been at the forefront of English language testing since 1985.
  • ITSC offers a unique opportunity for researchers interested in contributing to the enhancement of our testing products through innovative research. We believe in the power of research to drive product improvements and are eager to support ambitious projects in the field of language assessment that align with this vision.
  • Corporate social contribution encompasses activities undertaken by companies to positively impact society and local communities beyond the pursuit of profit. We aim to address educational inequalities and eliminate disparities in educational opportunities across countries, regions, and races through education and exchange. We believe that international peace and human progress can be achieved through these efforts.
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Speaking

Five Features of G-TELP Speaking Test

1.

It is a measure of general English language oral proficiency, rather than being specifically geared to an academic or business context (e.g., for academic study in institutions of higher education in North America).

2.

The Speaking Test is designed to be used in environments in which English is not the primary language; therefore, its applications can be adapted to the specific purposes for which it is administered. Applications can be adapted to the specific purposes for which it is administered.

3.

Rather than assessing examinees at one level of English language proficiency, it evaluates the skills of examinees at three different levels of competence which reflect varying degrees of skill acquisition.

4.

Scores derived from the G-TELP Speaking Test provide a profile of diagnostic information that is formative rather than merely summative (providing only a total score that indicates where the examinee is at that point in time):

indicating what examines can do in speaking the English language by carrying out specific, well-defined tasks (functional ability) as well as applying what they know about it (e.g., vocabulary, grammatical ability)

identifying areas in which individuals or groups have demonstrated specific strengths and weaknesses toward which educational or other decisions might be directed

serving as a resource in the development and enhancement of curriculum, instruction, and learning

5.

The G-TELP is criterion-referenced; all other tests on the market are norm-referenced. Assessments of proficiency are made in relation to universally accepted standards that describe the progressive acquisition of English language oral communication skills by whomever, and wherever, the language is being learned.

Because the acquisition of oral language skills is a developmental process, learners acquire these skills at different rates and with different degrees of proficiency which they demonstrate in specific tasks appropriate to the different levels.

Norm-referenced tests compare the learner's scores with the scores of other students who have taken a test that serves a particular purpose within a particular cultural or national context. These scores serve as general indicators of the level of language acquisition that has been achieved at a specific point in time, but provide very little useful additional diagnostic information.

In contrast, the G-TELP criteria are derived from experience regarding the acquisition of English language speaking skills by non-native speakers regardless of any particular cultural context or specific testing purpose.