Secondary Level English Prociency Test

Test Manual
For use with Forms
4, 5, and 6 only
Listening.
Learning.
Leading.
Educational Testing Service

(ETS

) is a sponsor of the SLEP test and administers it within the Test of English as a Foreign
Language program, which is under the direction of a policy board that was established by, and is afliated with, the College
Board

and the Graduate Record Examinations

Board.

Copyright 2008 by Educational Testing Service. All rights reserved.

ETS, the ETS logos, LISTENING. LEARNING. LEADING., Graduate Record Examinations, SLEP, and TOEFL are registered
trademarks of Educational Testing Service. College Board is a registered trademark of the College Entrance Examination Board.
Educational Testing Service is an Equal Opportunity/Afrmative Action Employer.
The SLEP

Test Manual has been prepared for guidance counselors, English-as-a-second-

language teachers, department chairs, evaluation specialists, foreign student advisors,
admissions ofcers, and others responsible for interpreting SLEP scores. In addition to
providing information about score interpretation, the Manual describes the test program and
includes instructions for administering the test.
Note: This manual is to be used with Forms 4, 5, and 6 only.
SLEP and TOEFL
The Test of English as a Foreign Language

(TOEFL

) is generally taken by nonnative

speakers of English who wish to study at colleges and universities in the United States or
Canada, whereas the SLEP test is designed to assess the English prociency of nonnative
speakers at the secondary school level around the world. The SLEP test is not a substitute
for the TOEFL test; it contains different types of questions and has a lower difculty level.
Although a relationship may exist between performance on the SLEP test and the TOEFL
test, the two are not equivalent measures to be used interchangeably, nor should performance
on the SLEP test be used to predict performance on the TOEFL test.
Your questions, comments, and/or suggestions will be most
welcome. Please contact us by
Mail: Educational Testing Service
SLEP Inquiries
PO Box 6156
Princeton, NJ 08541-6156, USA
Phone: 609-771-7206
Fax: 609-771-7835
E-mail: slep@ets.org
Web site: www.ets.org/slep
Business hours are 8:30 AM4:30 PM, MondayFriday, New York time
Table of Contents
OVERVIEW OF THE SLEP PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Purpose and Use of the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Technical Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Administering the SLEP Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Ordering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Materials Provided by the SLEP Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
SAMPLE QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Section 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Section 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
ADMINISTERING THE TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Test Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Receipt of Test Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Assistants to the Person Administering the Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Testing Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Seating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Equipment Needed for the Test Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Equipment Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Testing Individuals With Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Instructions for Administering the SLEP Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
If You Are Giving The Test In Two Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
SCORING THE ANSWER SHEETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
INTERPRETING SLEP SCORES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Scaled Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Percentile Ranks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Score Conversion Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Percentile Ranks Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
ADDITIONAL FACTORS TO CONSIDER IN USING SLEP SCORES . . . . . . . . . . . . . . . . . . . . . . . . 28
Condentiality of Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Local Validation Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
5
Overview of the Secondary Level English Prociency (SLEP) Program
The Secondary Level English Proficiency (SLEP) test
measures English language ability in two primary areas:
understanding spoken English and understanding written
English. It is designed for use with students entering grades
seven through twelve or community colleges whose native
language is one other than English.
The SLEP test is available to secondary schools and
community colleges worldwide for on-campus testing. This
program enables schools to purchase the test, administer it to
their own applicants and students, score the answer sheets,
and interpret the scores.
Currently, three equivalent versions of the SLEP test are
available for use when it is advisable to use a different edition
of the test for testing the same group of students more than
once.
Purpose and Use of the Test
A basic assumption underlying the SLEP test is that language
ability is a critical factor in determining the degree to which
secondary students can benet from instruction; to succeed,
they must be able to understand what is being said (by both
teachers and fellow students) and to understand both formal
and informal material written in English.
The SLEP test is not an aptitude test or a measure of
academic achievement, nor can it provide information about
the various social and psychological factors that must be
considered along with language ability in making admis-
sions and placement decisions. However, the results of
the test can be very helpful in evaluating ESL teaching
programs and making placement decisions related to the
following:
assignment to ESL classes
placement in a mainstream English-medium
program
exemption from a bilingual program
evaluation of students English prociency upon
completion of ESL programs
Because institutions can administer the test when they
choose and have the results available immediately, the
test can be used to help make these decisions at any time
of the year.
The SLEP program encourages use of the test scores
by an institution or organization if such use will assist it in
making valid decisions, in terms of its own requirements,
concerning English language prociency. However, the
institution or organization should determine whether the
SLEP test is appropriate, with respect to both the language
skills it measures and its level of difculty, and must establish
its own levels of acceptable performance on the test.
SLEP score users are invited to consult with SLEP
program staff about their current or intended uses of the
test results.
Description
The SLEP test is norm referenced. Users can therefore
compare student results with those of other students in similar
situations. Interpretive data provided in this manual and
in the technical supplement permit comparisons between
students with similar characteristics such as age, grade,
language background, and exposure to English.
The multiple-choice format was chosen primarily to
ensure reliability of results through standardization of
administrations and to eliminate reliance on the subjective
judgments of raters.
The SLEP test was developed by staff at Educational
Testing Service with the advice and assistance of a committee
of examiners composed of secondary school ESL teachers
with extensive experience teaching English to adolescent
students. The rst task in designing the test was to select
the overall specications and types of questions to be used.
Of the many types considered, eight were chosen.
The test is divided into two sections, each containing
four types of questions. For the rst section, the four types
of questions all use recorded samples of spoken English
to test listening comprehension and do not rely heavily
on written material. The four question types in the second
section, Reading Comprehension, are based on written or
visual materials. Section 2 includes written questions based
on a cartoon, written questions based on line drawings,
three multiple-choice cloze passages, and a literary passage
followed by questions on its content. This section also
measures vocabulary and grammar.
The choice of material for the SLEP test was based on
an analysis of actual materials designed for use in American
classrooms (grades 712). In the case of some questions,
particularly the conversations used in the Listening
Comprehension section, every effort was made to use
situations representative of those encountered by students
in American secondary schools. Thus, some questions are
based on conversations that take place in various parts of
a school and deal with events that occur in each location.
Conversations may also deal with extracurricular activities
and academic subjects.
Test questions in both sections of the SLEP test are
based on information presented in or easily inferred from
the questions or from the associated passages or pictures.
Knowledge of specic subject matter is not tested, and there
are no questions that rely on literary knowledge, literary
analysis, or linguistic terminology.
Prior to nal assembly of the test, all questions were
extensively pretested in pilot administrations. Only those
questions meeting rigid requirements for levels of difculty
and discrimination power were accepted for use in nal
editions of the test. For additional information about the
content validity and development of SLEP, see Stanseld
(1984).
6
Technical Data
The reliability of each form of SLEP has been estimated
using an internal-consistency measure of reliability,
Cronbachs coefcient alpha. Reliabilities and standard
errors of measurement (SEM) for each section of the test,
Administering the SLEP Test
The SLEP test can be administered in its entirety or in two
separate sessions, to individuals or to groups. The time
required for the entire test is approximately 85 minutes (just
under 40 minutes for Section 1 and 45 minutes for Section
2). This includes time for students to answer the practice
questions that are provided for every question type. For both
sections of the test, the students use a test book and mark
their answers on a separate answer sheet.
Detailed instructions for administering the SLEP test are
on pages 19-22.
Ordering Information
Each order for SLEP testing materials must be submitted
on a SLEP order form and sent to the address on the form.
It must be received at ETS at least three weeks before the
requested delivery date.
To ensure prompt and accurate lling and delivery of
orders, all information requested on the order form must be
provided. An incomplete or unsigned order form will not be
processed and will be returned to the sender.
Materials Provided by the SLEP Program
The SLEP test is scored by the administering institution,
which retains the test materials; ETS does not offer a
scoring service. A basic test material package is available for
Form 4, Form 5, and Form 6. Each package contains 20 test
books, 100 two-ply answer sheets, 1 SLEP Test Manual with
instructions for administering the test and interpreting the
results, and 1 CD recording of the Listening Comprehension
questions (institutions must provide their own CD
players). Each of the items in the basic package can also be
ordered separately.
The answer sheets included in the basic test materials
package are printed in two-ply sets. The rst ply provides the
four-choice answer response ovals to be used by the exam-
inees to mark their answer choices. The second ply contains
only the ovals for the correct responses. The two copies
allow for multiple records of an examinees performance;
for example, one copy of the answer sheet may be kept by
the teacher, and one in the students permanent records.
After administering the test, the teacher removes the
rst ply of the answer sheet set. The answer indicated by an
examinee on the rst ply automatically registers on the
second ply. Thus, the teacher can simply count the number
of marks that coincide with the preprinted correct response
pattern to determine the examinees raw score.
All SLEP testing materials are copyrighted by Educational
Testing Service and may not be reproduced in any way
without the written consent of ETS.
Important Note: The SLEP test is designed primarily for
use by accredited secondary educational institutions. Under
certain circumstances, however, the SLEP ofce will approve
purchase and use of the testing materials by post-secondary
institutions, training agencies, educational consultants, and
others engaged in legitimate testing activities. ETS reserves
the right to accept or reject orders for SLEP testing materials
in whole or in part.
Form
4
5
6
Section One
Listening Comprehension
Reliability SEM
.94 1.5
.93 1.6
.94 1.5
Section Two
Reading Comprehension
Reliability SEM
.88 1.8
.91 1.4
.90 1.6
Total Test
Reliability SEM
.95 2.3
.95 2.1
.96 2.2
General Information
as well as the total test, are provided below. For a further
discussion of these and other statistical characteristics of
the SLEP forms, please refer to the technical supplement,
available upon request from the SLEP ofce.
7
Section 1
The rst section of the SLEP test measures ability to understand spoken English and is about 40 minutes long. It is divided
into four parts, with four different types of questions.
Part A
For the rst type of question, the student must match one of four recorded sentences with a picture in the test book. The
sentences are spoken only once and are not printed in the test book. This part contains items dealing with correct recognition
of minimal-pair contrasts, juncture, stress, sound clusters, tense, prepositions, and vocabulary.
Sample Questions
Note: Pictures are for illustrative purposes
only. Actual pictures in the test book are larger
than the samples in this manual.
1. On CD:
Look at the picture marked number 1.
On CD:
(A) The boy is typing on the keyboard.
(B) No one is looking at the computer.
(C) One of the girls is pointing to the screen.
(D) Theyre putting a computer into a box.
2. On CD:
Look at the picture marked number 2.
On CD:
(A) They are taking off their sandals.
(B) They are putting hats in a box.
(C) They are dancing in a circle.
(D) They are standing against the wall.
3. On CD:
Look at the picture marked number 3.
On CD:
(A) Shes looking out of the car window.
(B) Shes driving on the highway.
(C) Shes opening the car door.
(D) Shes rolling up the window.
Sample Questions
1
3
2
8
4. On CD:
Look at the picture marked number 4.
On CD:
(A) The owers are growing outside.
(B) The table has been cleared off.
(C) Someone has eaten all the cake.
(D) The table is lled with cakes and pies.
Part B
These questions approximate the type of dictation exercises used frequently in English language classes: the student must
match a sentence printed in the test book with a sentence heard on the CD. The questions focus on the relationship between
structure and meaning.
Sample Questions
1. On CD:
The taller plants keep growing all summer long.
In the test book:
(A) By the summer those plants will be much taller.
(B) Those tall plants should be cut back when its warm.
(C) Once its cold the plants wont grow any taller.
(D) The taller plants keep growing all summer long.
2. On CD:
Is it too warm to wear a coat?
In the test book:
(A) Arent you going to bring your coat?
(B) Why didnt I bring my coat?
(C) Doesnt that coat look warm?
(D) Is it too warm to wear a coat?
3. On CD:
Jorge cant come over because he has a piano lesson.
In the test book:
(A) Jorge cant come over because he has a piano lesson.
(B) Jorge comes over less often since he started playing the piano.
(C) Jorge played the piano when he came over.
(D) Jorges piano lesson is over, but hes still not coming over.

4
9
4. On CD:
Many people had already left the beach before the storm.
In the test book:
(A) Few people were on the beach during the storm.
(B) The storm did a lot of damage along the beach.
(C) Many people had already left the beach before the storm.
(D) Most people did not think there would be a storm.
5. On CD:
You should have allowed more time to nish that book.
In the test book:
(A) You will have to read that book soon.
(B) You ought to nish that book on time.
(C) You should have allowed more time to nish that book.
(D) You could ask someone if they saw that book.
Part C
The questions in this part are based on conversations between students or announcements made by teachers or adminis-
trators in a school. The questions are given before the talks begin, allowing students to direct their attention to listening
for the correct answer. The questions and answers are printed in the test book. For each question, students must choose
one of four answers.
Sample Questions
1. On CD:
(Narrator) Listen for the answer to the following question. What did the girl think the homework assignment was
for math class? Here is the conversation.
(Boy) Did you gure out the answer to problem number ten in the math homework?
(Girl) Number ten? I thought we were only supposed to do the rst eight problems.
(Boy) Thats what the teacher said at the beginning of class, but right before the bell rang she changed the
assignment to the rst twelve problems.
(Narrator) What did the girl think the homework assignment was for math class?
In the test book:
What did the girl think the homework assignment was for math class?
(A) Only problem number 10
(B) Problem numbers 1 through 8
(C) Problem numbers 1 through 10
(D) Problem numbers 1 through 12
10
2. On CD:
(Narrator) Listen for the answer to the following question. Which bus will not be running this afternoon? Here is
the announcement.
(Man) Please excuse this interruption. There has been a change in the school bus routes this afternoon. The
number ve bus has a at tire, so all students who normally take the number ve bus will take the
number two bus today. All those students who are changing from the number ve bus must report to the
ofce sometime during periods four, ve, or six to sign a change-of-bus-route form so that the bus
driver will know how many students will be on the bus.
(Narrator) Which bus will not be running this afternoon?
In the test book:
Which bus will not be running this afternoon?
(A) Number 2
(B) Number 3
(C) Number 5
(D) Number 6
3. On CD:
(Narrator) Listen for the answer to the following question. Where is Lindas new job? Here is the conversation.
(Boy) Hey, Linda, I hear you got a job at the music store in the mall. Sounds like fun.
(Girl) Actually, I was offered a job at the music store. I accepted a job as a teller at the bank.
(Boy) Well, that makes sense. Youre planning to study nance in college, right?
(Girl) Exactly. I thought it would be better to work at a place now that would prepare me for what I want to
do in the future.
(Narrator) Where is Lindas new job?

In the test book:
Where is Lindas new job?
(A) At a music store
(B) At a restaurant
(C) At a college
(D) At a bank
11
Part D
The questions in this part are based on conversations recorded by American high school students that represent typical
secondary school situations. The conversations take place in various parts of a school and deal with events that typically
occur in each location. For each recorded question, the student must choose one of four answers printed in the test book.
Sample Questions
1. On CD:
(Sam) Hi, Luisa.
(Luisa) Oh, Sam. Hi. I missed you this morning in history class. Where were you?
(Sam) Thats what I wanted to talk to you about. You see, my homeroom teacher had to pack up a bunch of
science materials from our unit on electricity, so she asked me to stick around and help her.
(Narrator) Why did Sam miss history class?
In the test book:
(A) He was sick.
(B) He missed the bus.
(C) He was helping a teacher.
(D) He was doing a science experiment.
2. On CD:
(Luisa) Did Mr. Jackson say it was okay to miss his class?
(Sam) Yeahmy homeroom teacher called him and asked if he minded. He said it was okay with him if it
was okay with me.
(Luisa) Well, all we did was take notes about the Industrial Revolution.
(Sam) I know. Thats why I was looking for you. I wanted to see if I could look over your notes tonight. I can
bring them back tomorrow.
(Narrator) Why was Sam looking for Luisa?
In the test book:
(A) To give her a note.
(B) To return her science book.
(C) To ask to borrow her notes.
(D) To see if Mr. Jackson was upset.
3. On CD:
(Luisa) Oh, sure. Thats not a problem. I have my notebook right here in my ... uh oh.
(Sam) Whats wrong?
(Luisa) Well, I thought my notebook was in my backpack, but I must have left it in
Mr. Jacksons room. Id better go get it.
(Sam) Ill go with you.
(Narrator) Where are Sam and Luisa going?
In the test book:
(A) To the lunchroom.
(B) To the history teachers room.
(C) To the library.
(D) To Luisas locker.
12
Section 2
The second section of the test measures ability to understand written English and is 40 minutes long. The questions cover
grammar, vocabulary, and reading comprehension. There are four parts to Section 2.
Part A
For each question in this part, the student must match the reaction of one of four characters in a cartoon with
a printed sentence.
Sample Questions
1. The beach is a perfect place for a relaxing vacation.
2. Ill nally have a chance to nish painting the garage.
3. Im looking forward to catching up on my reading.
4. I hope we stay at a campground where I can go horseback riding.
5. I cant wait to try out that new ride at the amusement park.
13
Part B
For the questions in this part, the student must match a printed sentence with one of four drawings. The particular focus
of this item type is the use of prepositions, pronouns, adverbs, and numbers.
Sample Questions
1. One bird is sitting in a tree but two arent.
2. The bigger circle is in the lower left corner.
3. She is reaching up to get a box off the shelf.
4. They headed for shelter when it started to rain.
A B C D
A B C D
A B C D
A B C D
14
Part C
This part of Section 2 contains two types of questions. In one, the student must complete passages by selecting the
appropriate words or phrases from a set of four choices printed at intervals in the passage.
Sample Passage and Questions
1. Most animals in the desert do not take in water from open sources
like lakes or rivers. Some of these animals may never even come upon any type of open
2. water, they have adopted other ways to obtain it. Some desert-dwelling
3. toads, for example, can take in from dew-soaked soil directly through
4. skin. Another way some desert animals deal with a lack of water is to
5. drink possible when they nd water in large quantities. For
6. instance, after drinking all they can hold, some camels can for
more than two weeks in the desert without any more water.
In the second type of question, students must answer questions about the passage above for which they supplied the
missing words or phrases.
Sample Questions
7. What is the main topic of the passage?
(A) Plants that live in the desert
(B) Types of desert camels
(C) How to make fresh water
(D) Surviving with little water
(A) so
(B) despite
(C) which
(D) why
(A) live
(B) they live
(C) are living
(D) that live
(A) its
(B) their
(C) his
(D) ones
(A) to survive
(B) have survived
(C) surviving
(D) survive
(A) sand
(B) water
(C) heat
(D) food
(A) as much as
(B) as many as
(C) too much
(D) so much that
15
8. The word adopted in line 2 is closest in meaning to
(A) attracted
(B) developed
(C) lost
(D) asked about
9. What helps camels survive in the desert?
(A) They drink a lot of water at one time when they nd it.
(B) They rest for two weeks before trips in the desert.
(C) They travel early in the morning, when they can soak up water from dew.
(D) The people who travel with camels pack large amounts of water.
Part D
In this part of Section 2, the student must read a short passage and answer questions about it.
Sample Passage and Questions
We stopped to buy gas and to stretch our legs. We had left home early that morning and driven for what seemed like
years. Now it was noon and the sun overhead was oppressive. The baby was crying. I wondered if we would ever
reach our grandmothers house. Father bought us bottles of something cool to drink. As we sat sipping our drinks
beneath a shady tree, he began to tell us a story.

1. What time did the family stop?
(A) In the morning
(B) At noon
(C) In the afternoon
(D) At night
2. Where was the family going?
(A) To the gas station
(B) To visit their grandmother
(C) Home from the store
(D) Back from the park
3. What was the weather like?
(A) Cold
(B) Rainy
(C) Windy
(D) Hot
4. Why does the writer mention years (line 2)?
(A) The family has been driving for a long time.
(B) The father tells his story slowly.
(C) The grandmother is very old.
(D) The writer does not remember what happened.
5. When did the father tell the story?
(A) As he was walking
(B) After he bought the drinks
(C) Before the family sat down
(D) When the family returned to the car
16
Answer Key for Sample Questions on Pages 7-15
Section 1 Part A Part B Part C Part D
1. C 1. D 1. B 1. C
2. D 2. D 2. C 2. C
3. A 3. A 3. D 3. B
4. D 4. C
5. C
Section 2 Part A Part B Part C Part D
1. B 1. B 1. D 1. B
2. C 2. C 2. A 2. B
3. B 3. A 3. B 3. D
4. D 4. D 4. B 4. A
5. A 5. A 5. B
6. D
7. D
8. B
9. A
17
Please read this section carefully before the actual test
administration. It explains the planning and arrangements
needed for an administration of the SLEP test and provides
the directions that are to be read aloud to the students. It is,
therefore, essential that the person administering the SLEP
test, and any assistants, become familiar with the procedures,
information, and instructions given in this manual before the
day of the test. It is important that the proctors follow the
instructions precisely to ensure the comparability of scores
across test administrations.
Test Security
Students to be tested should not have an opportunity to
examine a test book before they take the SLEP test. Only
authorized personnel should have access to the testing
materials, which should be kept in locked storage when not
in use. It is the responsibility of the supervisor to maintain
the security of the test materials at all times, even after
the test has been administered. Each part of the SLEP test
contains sample questions. The sample questions in this
manual may also be used to acquaint students with the
format of the test.
Receipt of Test Materials
Within 24 hours of receiving the test shipment, check the
contents of each carton against the shipment notice. Notify
the SLEP program ofce immediately if any items are
missing. After all items in the shipment are checked, reseal
the carton with tape and lock the testing materials in a secure
storage area.
Assistants to the Person Administering
the Test
The number of assistants needed will depend on the number
of students to be tested. There should always be at least one
assistant so that in the event of an emergency, the testing
room will not be left unattended.
Assistants should help the person administering the test
before, during, and after the test by:
checking to see that students have written their names
and other identication information correctly on their
answer sheets
walking about the room frequently during the test
to guard against cheating and to ensure that every
student is working on the appropriate section
checking to see that the students are marking
their answers in the appropriate section of their
answer sheets
Assistants should pay attention to their duties at all times
and should not disturb the examinees by pausing too long
behind individual students or by talking during the test.
Testing Room
The test may be administered in a classroom or
l anguage l aborat ory. Test performance can be
affected by the psychological atmosphere of the testing
room. To contribute to an atmosphere conducive to maximum
performance, the room(s) used for testing should be
comfortable and free from distractions; the lighting, heat,
and ventilation should be satisfactory. Rooms with acoustical
problems should not be used for Section 1, Listening
Comprehension.
Writing surfaces are important. They should be large
enough to accommodate both a test book and an answer
sheet; no one should have to pick up or shift either one
because of lack of space. If lapboards must be used, they
should be large enough so students will not have to support
them by hand.
Seating
In devising a seating plan for the administration
of the SLEP test, the following guidelines should be
considered:
All examinees should face the same direction, and
they should be seated so they cannot exchange
information or see their neighbors responses. All
chairs in a row must be directly behind those in
the preceding row. There should be at least 4 feet
(1.3 meters) between any two students.
The person administering the test and any assistants
must have unimpeded access to each person
being tested.
Left-handed students should be seated in a separate
row or in the last seat of each row of right-handed
students. If chairs with left-hand tablet arms are not
available, each left-handed student should be seated
with a vacant chair to his or her left.
On the day of the test, the students should be directed
to seats at random (alternating from side to side
or from front to back of the room) to avoid any
possibility of friends carrying out a pre-arranged
cheating scheme. Students should not be allowed to
select their own seats or to change seats after they
have been seated.
Administering the Test
18
Sample seating plans are shown below.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4' 4'
X
X
X
X
X
X
X
X
X
X
X
X
4' 4' X X X X
Plan IA: level seating Plan IB: level seating Plan II: elevated seating
4'
4'
Plan III: tables
More than 12' 6' or less
SEATING PLANS: X = EXAMINEE
Equipment Needed for the Test
Administration
The materials needed to administer the SLEP test include
those purchased from ETS and those supplied by the institu-
tion administering the test. The following checklists should
be used to ensure that everything needed is available.
Checklist Materials: Purchased from ETS
SLEP Test Manual, with instructions for administer-
ing the test, scoring the answer sheets, and computing
scores
Test books
Answer sheets
CD for the Listening Comprehension section
Note: Check that the test books, answer sheets, and
CD are for the same form.
Checklist Materials Supplied by
Administering Institution
A reliable watch for timing Section 2
A clock (alarm clock-size or larger) in the event a
testing room does not have one. There should always
be at least two timepieces in each testing room as a
check against mistiming.
Playback equipment for the Listening Comprehension
section a CD player that reproduces sound with
minimum distortion
Loudspeakers to improve audibility, if necessary (i.e.,
if more than 15 are tested)
Several black, soft-lead pencils, erasers, and a pencil
sharpener
Equipment Preparation
Because a script for the Listening Comprehension section is
not provided with the test materials, it is essential that the
playback equipment be in working order.
If the playback equipment works well but the actual test
recording is not satisfactory the rst time it is used, print
defective on the label and return the CD to ETS with a
letter describing the defect. (Depending on when the defect
is discovered, you may have to postpone the administration.)
It is usually helpful to use an external loudspeaker
that is, a separate speaker not built into the CD player.
An external loudspeaker should always be used if more than
15 students are to be tested. Most CD players are equipped
with an earphone jack. To connect the external speaker, plug
the speaker wire into the earphone jack on the CD player.
External speakers of radio and other stereo equipment can
usually be used for this purpose.
Testing Individuals With Disabilities
The SLEP program ofce recommends that alternative
methods of evaluating English language prociency be
used for individuals who cannot take the SLEP test under
standard conditions. For example, in the case of hearing
impairment, the examinee may be able to take only the
reading comprehension section. Criteria such as past
academic record (especially if English has been the language
of instruction), recommendations from language teachers
or others familiar with the applicants English prociency,
and/or a personal interview or evaluation are suggested in
lieu of SLEP scores.
If an institution receives a request to test individuals with
disabilities, the test administrators should ensure the student
is provided with reasonable accommodations.
Examples of reasonable accommodations include:
extended testing time (all tests are timed)
additional rest breaks
writer/recorder of answers
sign language interpreter (for spoken directions
only)
19
Instructions for Administering the
SLEP Test
Read aloud to the students all directions printed in boxes,
pausing where four dots appear to allow time for the
procedure described to be carried out. You should read the
directions slowly, and you may repeat them if necessary. Do
not depart from these directions or answer any questions
about the content of the test, and do not translate from English
any instructions for the students. Scores of all students tested
will be comparable only if SLEP is administered under
standardized conditions. It is, therefore, essential that the
instructions and timing be strictly adhered to.
When everyone has been admitted and seated, say:
During the test you may have nothing on your
desk EXCEPT your test book, answer sheet,
and pencils. Place all other materials where they
cannot be seen. Try to answer every question in
the test, but do not be concerned if you cannot
answer all of them. If you are not sure of the
correct answer to a question, make the best
guess you can and go on to the next question.
If the complete test is given in one session, say:
There will be no rest break during the test.
If the test is given in two sessions, say:
There are two sections in this test. The Listening
Comprehension section will be given now; the
Reading Comprehension section will be given
________ (give instructions according to your
plan).
Continue the directions:
I am now going to give you the answer sheets.
These answer sheets are two-ply sets. DO
NOT separate the sheets; mark your answers
on the top sheet.
Distribute one answer sheet set to each student. When you
have nished and everyone is ready, say:
Does everyone have a pencil?. . . . (Give a pencil
to anyone who does not have one.) Use only your
pencil when you write on your answer sheet.
Be sure all your marks are heavy and you
completely ll in all the necessary ovals. If you
make a mistake, make an X through the oval
you wish to change and then completely ll in
the new answer oval.
Continue the directions:
Now, look at the box at the top of your
answer sheet and write your name on the line
provided. . . .
On the two lines under your name, write
your age and your present class or grade
level. . . . Next, on the line labeled Native (First)
Language, write the name of your native
language. . . . On the next line, write todays date
(give the date). . . .
Now I am going to give you the test books.
When you get your test book, read the directions
on the back cover. Do NOT open your test book
until I tell you to do so, and do not write on it.
Give one test book to each student individually. When you
have nished, say:
After you have read the directions, look up at
me. . . .
When everyone is ready, say:
Look at the letters and numbers after the word
Form in the upper right corner of your test
book. Now, copy these letters and numbers onto
your answer sheet, on the line labeled Test
Book Form Number. (Show the group where to
nd the form designation on the test book and where
to write it on the answer sheet.) Does everyone
understand what to do?. . . .
20
After everyone has nished writing the form number, say:
Remember that you should have nothing on
your desk but your test book, answer sheet,
pencil, and erasers. You may not make notes in
your test book or on your answer sheet, and you
may not use note paper. Be sure that you mark
your answers only in the proper places on your
answer sheet. If you nd something wrong with
your test book during the test, or if you need
another pencil, raise your hand.
Each of the two sections in this test has a
different time limit. During the time allowed
for a section, you must work only on that
section. Even if you nish before time is called,
you must stay in your seat until everyone is
dismissed.
You may not ask any questions once the
test begins. Please raise your hand now if you
have any questions or do not understand. . . .
Answer any questions students may have about procedures,
then say:
The rst section of the test is Listening Com-
prehension. All the directions for this section
are given on the recording you will hear in a
moment. At the beginning of the recording,
each of the speakers will make an introductory
statement. If you cannot clearly hear these
statements, raise your hand immediately so I
can make adjustments. Once the test begins, I
cannot make any changes.
Find the answer spaces for Section 1 on your
answer sheet. Now open your test book to the
directions for Section 1 and read along as they
are read on the CD.
Start the recording. Make any necessary adjustments or
seating changes after the completion of the introductory
statements (which may be replayed if necessary). It is very
important that you make any necessary adjustments at this
time so all students can clearly hear the recording.
BEGIN THE TEST.
You (and/or your assistants) should walk around the room
as soon as the students begin working to be sure everyone is
working on the correct section and is marking the answers
in the appropriate area, and in the appropriate order, on the
answer sheet.
At the conclusion of Section 1, you will hear the speaker
say End of recording. Turn off the machine.
If you are giving the test in two sessions, go to the
directions on the next page.
If you are giving the complete test in one session,
Section 2 should be started as soon as the recording for
Section 1 is completed. After you turn off the machine, say:
Stop work on Section 1. During the next 45
minutes you may work only on Section 2. Do
NOT work on Section 1. Turn to the directions
for Section 2 in your test book, read them, and
begin work.
After exactly 45 minutes, say:
Stop work. Close your test book and keep it
closed. Do not put your answer sheet inside
your test book.
Now look over your answer sheet carefully.
Be sure all the marks you made are dark and
completely ll the ovals.
I am going to collect the test books rst and
then the answer sheets. No one may leave the
room until all materials have been collected
and counted, and you may not talk until you are
dismissed.
Collect the test books and then the answer sheets; be sure
you have the correct number of each. As you collect the
answer sheets, check to be certain that each examinee has
completed the identication information at the top of the
answer sheet. When you can account for all materials,
dismiss the students.
21
IF YOU ARE GIVING THE TEST
IN TWO SESSIONS:
Immediately after you turn off the machine, say:
Stop work on Section 1. Close your test book
and keep it closed. Do not put your answer
sheet inside your test book.
Now look over your answer sheet carefully.
Be sure all the marks you made are dark and
completely ll the ovals.
I am going to collect the test books rst and
then the answer sheets. No one may leave the
room until all materials have been collected,
and you may not talk until you are dismissed.
Collect the test books and then the answer sheets. As you col-
lect the answer sheets, check to be certain that each examinee
has completed the identication information at the top of
the answer sheet. When you are sure you have the correct
number of test books and answer sheets, say:
Section 2 of the test, Reading Comprehension,
will be given ________ (give instructions according
to your plan). You may leave now.
SECTION 2, READING COMPREHENSION
Note: If students are to use a separate answer sheet for
Section 2, give them the new answer sheet after they have
been admitted and seated, and have them complete the
identication information at the top of the answer sheet.
Skip the next instruction and read the subsequent instructions
aloud.
If the students are to use the same answer sheet they
used for Section 1, after everyone has been admitted and
seated, say:
I am now going to give you your answer sheet.
When you get your answer sheet, check to
make certain it is the same one you used for
Section 1.
When you are certain that everyone has provided the
identication information at the top of his or her answer
sheet, say:
When you get your test book, read only the
directions on the back cover. DO NOT open the
test book, and do not write on it.
Hand one test book to each student individually. When you
have nished, say:
After you have read the directions, look up at
me. . . .
When everyone is ready, say:
Does everyone have a pencil? (Give a pencil to
anyone who does not have one.) Be sure to use
only your pencil to mark your answers to the
question, and make your marks heavy enough
so that you completely ll in the oval spaces.
Now remove from your desk everything but
your test book, answer sheet, and pencils. You
may not make notes in your test book, on your
answer sheet, or on note paper. Remember to
mark your answers only in the proper places on
your answer sheet. If you nd something wrong
with your test book during the test, or if you need
another pencil, raise your hand.
You must work ONLY on Section 2. Do not
look at Section 1 during this part of the test.
Try to answer every question, but do not be
concerned if you cannot answer all of them.
If you are not sure of the correct answer to a
question, make the best guess you can and go
on to the next question. If you nish Section 2
before time is called, you must stay in your seat
until everyone is dismissed. You may not ask any
questions once the test has begun.
Please raise your hand now if you have any
questions or do not understand. Do not open the
test book yet. . . .
22
Answer any questions students may have about procedures,
then say:
You will have 45 minutes to work on Section 2.
Find the answer spaces for Section 2 on your
answer sheet, open your test book to Section 2,
and begin work.
You (and/or your assistants) should walk around the room
as soon as the students begin working to be sure everyone is
working on the correct section and is marking the answers
in the appropriate area, and in the appropriate order, on the
answer sheet.
After exactly 45 minutes, say:
Stop work. Close your test book and keep it
closed. Do not put your answer sheet inside
your test book.
Now look over your answer sheet carefully.
Be sure all the marks you made are dark and
completely ll the ovals.
I am going to collect the test books rst and
then the answer sheets. No one may leave the
room until all materials have been collected
and counted, and you may not talk until you
are dismissed.
Collect the test books and then the answer sheets. As you
collect the answer sheets, check to be certain that each
examinee has completed the identication information
at the top of the answer sheet. When you are sure you have
the correct number of test books and answer sheets, dismiss
the students.
Scores of all the students tested will be comparable only if
the SLEP test is given under the same conditions as those
followed in administrations of the test from which statistical
data were gathered.
Before scoring the answer sheets, scan each one for
improper markings. Wherever a student has clearly indicated
more than one answer to a question, draw a horizontal line
through all answer spaces for that question with a colored
pencil. If a student has partially erased one choice and it is
clear that another choice is the intended answer, erase the
extra mark so it will not be scored.
The two-ply answer sheets for the SLEP test are designed
for hand scoring; they cannot be scored by machine.
Remove the top ply of the answer sheet set and count
the number of marks that coincide with the preprinted
correct responses. This is the number of correct answers the
examinee has chosen, and it is the examinees raw score.
Any clear spot showing only the letter in the oval or a line
drawn through the oval is to be counted as a wrong or omitted
response. To check the raw score, be sure the number of
correct responses and the number of omitted and incorrect
responses equal the number of questions in the section.
For each section, write the number of correct responses in
the appropriate box at the bottom of the answer sheet. Then,
using the conversion table for Form 4, Form 5, or Form 6
(pages 24-26), convert the raw score for each section to the
scaled score for that form. Write the scaled score for each
section in the appropriate box for the section. The scaled
scores for Section 1 and Section 2 should then be added to
obtain the scaled score for the total test.
The use of scaled scores allows direct comparisons to be
made among scores on all forms of the SLEP test, and thus,
in effect, adjusts for differences in difculty that may exist
from form to form.
Scoring the Answer Sheets
23
Interpreting SLEP Scores
Scaled Scores
Scores for the SLEP test consist of a score for each section
and a score for the total test. In order to interpret the scores,
the raw scores (number of correct responses) for each section
of the test must be converted to scaled scores. Scores for
each form of SLEP are on the same common scale. SLEP
scaled scores are neither the number nor the percentage
of questions answered correctly. They provide a common
yardstick on which to evaluate how well a student performed
on that section of the test, regardless of the particular form
that was administered.
For all forms of SLEP, the minimum and maximum scaled
scores are the following:
Lowest Scaled
Score
Highest Scaled
Score
Listening
Comprehension
10 32
Reading
Comprehension
10 35
Total 20 67
While it is possible for a student to achieve a scaled score of
10 for each section of the test, with a minimum total scaled score
of 20, the maximum possible scaled scores for the Listening and
Reading Comprehension sections are 32 and 35, respectively.
The maximum possible total scaled score is 67.
The score conversion tables on pages 24-26 should be used
to convert raw scores on different SLEP forms to the common
scale described above. The conversion tables were derived by
a statistical procedure known as equating. Because alternate
forms of the same test may differ slightly in difculty, the
equating process adjusts the resulting scaled scores such that
no student is advantaged or disadvantaged by the particular
form of the test that was administered. It is important that
you use the appropriate conversion table for the form you
have administered in order to convert a students raw scores
correctly. For example, an examinee who receives a raw score
of 52 (52 correct answers) on the Listening Comprehension
section of Form 4 would receive a scaled score of 18 for this
section. The same Listening raw score on SLEP Form 5 equals
a scaled score of 21 for this section; on Form 6 it results in
a scaled score of 19 for the section. Using the scaled scores
obtained by referring to the score conversion tables ensures
that the scaled scores on alternate forms of the test represent
comparable levels of language prociency.
Percentile Ranks
Comparing a students scores to the known minimum and
maximum possible scores provides limited information;
more appropriate comparisons can be made by referring
to percentile ranks. The percentile ranks for SLEP scores
shown on page 27 can be used to compare one students
performance with that of other students who have taken the
test. These percentile ranks are based on the performance
of 1,650 nonnative English speaking students enrolled in
U.S. public schools in grades seven through twelve during
February and March 2003.
From this table it can be determined, for example, that
if a student obtains a scaled score of 27 on the Listening
Comprehension section, that student has performed better
than 80 percent of the students in the norm group. Similarly, if
the scaled score obtained by the student is 28 on the Reading
Comprehension section, the student has performed better than
92 percent of the students in the norm group. Finally, the total
score for this student is 55 (sum of 27 and 28) corresponding to
a percentile rank of 91, which can be interpreted as an overall
performance better than 91 percent of the norm group.
The scores for the SLEP test are not perfectly precise ability
indicators. An individuals scores can vary just by chance
from one test administration to another, even when there is no
change in the students true ability. The index that is commonly
used to describe the degree of precision in a measurement is
called the standard error of measurement. The standard error
of measurement for the SLEP total score is approximately two
scaled score points (see table on page 6). About two-thirds of the
obtained scores can be expected to fall between one standard
error below the true score and one standard error above the
true score. This means that if a students true ability score
(the score the student would earn if the test could measure his
or her ability with perfect precision) is, for example, 55, the
chances are two out of three that the students obtained score
will be between 53 and 57 (55 plus or minus 2).
Naturally, variation in scaled scores due to less than precise
measurement can also affect an examinees rank within a
distribution. The greatest variation in rank usually occurs with
scaled scores near the mean. Thus, a two-point change in a
scaled score near the mean may move an examinee as much
as 11 percent within the distribution, while the same two-point
change in a scaled score at either end of the distribution moves
the examinee only a few percentile ranks. The degree of change
in rank within a distribution depends on the spread of scores
within the distribution. Thus, local norms should be developed
whenever possible.
Although percentile ranks provide some additional
information that can aid in the interpretation of an examinees
score, more relevant comparisons are made with the scores of
examinees that have similar characteristics. Tables comparing
students by grade, gender, native language, length of residence
in the United States, duration of English study (both in the
United States and outside), and type of program enrollment can
be found in the technical supplement available on request. The
supplement also reports the results of a validity study comparing
teachers evaluations of students with their SLEP scores.
As such, there are no passing or failing scores for the SLEP
test. Each school should make its own decisions regarding the
use of SLEP scores to help in placing students or in deciding
the courses of study in which students should enroll.
24
SECONDARY LEVEL ENGLISH PROFICIENCY TEST
SCORE CONVERSION TABLE
Form 4
35 20
34 20
33 19
32 19
71 35 31 18
70 35 30 18
69 35 29 17
68 35 28 17
67 35 27 16
66 34 26 16
65 34 25 15
64 34 24 15
63 33 23 15
62 33 22 14
61 33 21 14
60 32 20 13
59 32 19 13
58 31 18 12
57 31 17 12
56 30 16 11
55 30 15 11
54 29 14 10
53 29 13 10
52 28 12 10
51 28 11 10
50 27 10 10
49 27 9 10
48 26 8 10
47 26 7 10
46 25 6 10
45 25 5 10
44 24 4 10
43 24 3 10
42 23 2 10
41 23 1 10
40 22 0 10
39 22
38 22
37 21
36 21
35 11
74 32 34 10
73 31 33 10
72 30 32 10
71 29 31 10
70 29 30 10
69 28 29 10
68 27 28 10
67 27 27 10
66 26 26 10
65 25 25 10
64 25 24 10
63 24 23 10
62 23 22 10
61 23 21 10
60 22 20 10
59 22 19 10
58 21 18 10
57 21 17 10
56 20 16 10
55 19 15 10
54 19 14 10
53 18 13 10
52 18 12 10
51 17 11 10
50 17 10 10
49 17 9 10
48 16 8 10
47 16 7 10
46 15 6 10
45 15 5 10
44 14 4 10
43 14 3 10
42 14 2 10
41 13 1 10
40 13 0 10
39 12
38 12
37 12
36 11
Listening Comprehension Reading Comprehension
Raw Scaled Raw Scaled Raw Scaled Raw Scaled
Score Score Score Score Score Score Score Score
25
SECONDARY LEVEL ENGLISH PROFICIENCY TEST
SCORE CONVERSION TABLE
Form 5
35 17
34 17
33 17
32 16
71 35 31 16
70 34 30 15
69 33 29 15
68 32 28 15
67 31 27 14
66 30 26 14
65 29 25 13
64 29 24 13
63 28 23 12
62 28 22 12
61 28 21 12
60 27 20 11
59 27 19 11
58 27 18 10
57 26 17 10
56 26 16 10
55 25 15 10
54 25 14 10
53 25 13 10
52 24 12 10
51 24 11 10
50 23 10 10
49 23 9 10
48 23 8 10
47 22 7 10
46 22 6 10
45 21 5 10
44 21 4 10
43 21 3 10
42 20 2 10
41 20 1 10
40 20 0 10
39 19
38 19
37 18
36 18
35 13
74 32 34 13
73 31 33 12
72 30 32 12
71 30 31 11
70 29 30 11
69 29 29 11
68 28 28 10
67 28 27 10
66 27 26 10
65 27 25 10
64 26 24 10
63 26 23 10
62 25 22 10
61 25 21 10
60 25 20 10
59 24 19 10
58 24 18 10
57 23 17 10
56 23 16 10
55 22 15 10
54 22 14 10
53 21 13 10
52 21 12 10
51 20 11 10
50 20 10 10
49 20 9 10
48 19 8 10
47 19 7 10
46 18 6 10
45 18 5 10
44 17 4 10
43 17 3 10
42 16 2 10
41 16 1 10
40 15 0 10
39 15
38 15
37 14
36 14
Listening Comprehension Reading Comprehension
Raw Scaled Raw Scaled Raw Scaled Raw Scaled
Score Score Score Score Score Score Score Score
26
SECONDARY LEVEL ENGLISH PROFICIENCY TEST
SCORE CONVERSION TABLE
Form 6
35 19
34 19
33 18
32 18
71 35 31 17
70 34 30 17
69 33 29 16
68 33 28 16
67 32 27 16
66 32 26 15
65 31 25 15
64 31 24 14
63 31 23 14
62 30 22 13
61 30 21 13
60 29 20 12
59 29 19 12
58 29 18 11
57 28 17 11
56 28 16 10
55 27 15 10
54 27 14 10
53 27 13 10
52 26 12 10
51 26 11 10
50 26 10 10
49 25 9 10
48 25 8 10
47 24 7 10
46 24 6 10
45 23 5 10
44 23 4 10
43 23 3 10
42 22 2 10
41 22 1 10
40 21 0 10
39 21
38 20
37 20
36 20
35 11
74 32 34 11
73 31 33 10
72 30 32 10
71 29 31 10
70 28 30 10
69 28 29 10
68 27 28 10
67 27 27 10
66 26 26 10
65 26 25 10
64 25 24 10
63 24 23 10
62 24 22 10
61 23 21 10
60 23 20 10
59 22 19 10
58 22 18 10
57 21 17 10
56 21 16 10
55 20 15 10
54 20 14 10
53 19 13 10
52 19 12 10
51 18 11 10
50 18 10 10
49 18 9 10
48 17 8 10
47 17 7 10
46 16 6 10
45 16 5 10
44 15 4 10
43 15 3 10
42 14 2 10
41 14 1 10
40 13 0 10
39 13
38 12
37 12
36 12
Listening Comprehension Reading Comprehension
Raw Scaled Raw Scaled Raw Scaled Raw Scaled
Score Score Score Score Score Score Score Score
27
PERCENTILE RANKS FOR SLEP SCORES
(Based on the Performance of 1,650 Nonnative Students tested in Public Schools in the U.S. during
February and March 2003)
35 99+
34 99+
33 99+
32 99+
31 98
30 96
29 95
28 92
27 88
26 84
25 78
24 73
23 67
22 59
21 54
20 48
19 39
18 33
17 25
16 20
15 14
14 9
13 6
12 4
11 2
10
67 99+
66 99+
65 99+
64 99+
63 99+
62 99+
61 99+
60 98
59 97
58 96
57 94
56 93
55 91
54 88
53 86
52 83
51 80
50 77
49 74
48 71
47 68
46 65
45 61
44 58
32 99+
31 99+
30 98
29 94
28 87
27 80
26 75
25 68
24 64
23 58
22 53
21 47
20 42
19 38
18 33
17 29
16 25
15 22
14 18
13 15
12 11
11 9
10
Listening Reading Total Test
Comprehension Comprehension
% with % with % with % with
Scaled Lower Scaled Lower Scaled Lower Scaled Lower
Score Score Score Score Score Score Score Score
43 56
42 52
41 49
40 46
39 43
38 40
37 36
36 33
35 30
34 27
33 25
32 23
31 20
30 18
29 16
28 13
27 11
26 10
25 8
24 6
23 4
22 3
21 2
20
28
A school that uses SLEP scores should consider certain factors
in evaluating an individuals performance on SLEP and in
arriving at SLEP score requirements that are appropriate for
the institution. The following guidelines are presented to assist
schools in arriving at reasonable decisions.
Base the evaluation of a students readiness to
begin academic work on all available relevant
information, not solely on SLEP scores.
SLEP measures an individuals ability in several
areas of English language prociency. The test is
not designed to provide information about scholastic
aptitude, motivation, language-learning aptitude,
and cultural adaptability. However, evidence of
an individuals ability on these variables may be
available and should be considered when determining
an appropriate educational placement.
Do not use rigid cut-off scores in evaluating a
students performance on SLEP.
Because test scores are not perfect measures of a
persons ability, the use of rigid cut-off scores should
be avoided. The standard error of measurement should
be understood and taken into consideration in making
decisions about an individuals test performance or
in establishing appropriate critical score ranges for
the schools academic demands.
Consider section scores as well as total scores.
The total score on SLEP is based on the scores on the
two sections of the test. While a number of students
may achieve the same total score, they may have
different section scores, which could be signicant.
For example, a student with a low score on the
Listening Comprehension section, but a relatively
high score on the other section, may have greater
initial difculty in lecture classes or in situations that
depend heavily on comprehension of spoken English.
Similarly, it may not be appropriate to place a student
with a low score on the Reading Comprehension
section in a course that requires a great deal of
unsupervised reading.
Consider the kinds and levels of English prociency
required in different classes of study and the
resources available at the school for improving
the English language skills of nonnative speakers.
All subjects may not require the same level of lan-
guage prociency in order for students to perform
acceptably.
Students in technical courses may be successful even
though their scores are lower than those obtained
by students entering courses requiring high verbal
prociency. For instance, mathematics may require
a lesser degree of English language prociency than
social studies.
Consider SLEP scores in interpreting a students
performance on other standardized tests.
Students with limited English-speaking ability are
frequently required to take other standardized tests,
such as tests of reading skills, intelligence, and general
achievement. In such cases, SLEP scores may be
helpful in interpreting the scores obtained on other
tests. If an individuals SLEP scores are low and
the score on another test is also low, one can infer
that performance on the other test might have been
impaired because of deciencies in English.
Condentiality of Scores
Scores obtained by persons taking the Secondary Level
English Prociency Test should be released by the institution
administering the test only with the informed consent of the
individuals. Under federal privacy legislation, institutions
are obligated to maintain data about an individual, such as
test scores, on a secure basis and to limit access to such data
to authorized recipients. Each student should be informed
that certain faculty members and others directly concerned
with the students education may have access to this
information. Summary data or combined data for groups of
examinees should be released with discretion to appropriate
groups or agencies and only for the purpose intended.
Local Validation Studies
The establishment of appropriate standards of language
prociency for placement through the use of SLEP scores
can have a favorable effect on the success rate of nonnative
English-speaking students. However, such standards should
be supported by the collection of data based on the student
population in a particular district or at a particular institution.
This information may be useful in raising or lowering the
standard as necessary.
Institutions that use SLEP scores should collect informa-
tion on subsequent performance by students who are placed
in mainstream classrooms. Scores may be compared to a
variety of criterion measures, such as students ratings of
the adequacy of their language skills for study in English,
or classroom teachers ratings of the adequacy of students
language skills. Expectancy tables can be used to show the
distribution of performance on the criterion variables for
students with given SLEP scores. Thus, it may be possible
Additional Factors To Consider In Using SLEP Scores
29
to depict the number or percentage of students at each SLEP
score level who attain a certain language prociency rating
as assigned by teachers, or who rate themselves as not being
hampered by lack of English skills while pursuing a regular
program of study. When analyzing and presenting such data,
one should take into account the subject in which students
are enrolled.
Subscores may also be taken into consideration when
studying the validity of SLEP score standards. For courses
that require much reading, the Reading Comprehension score
may be particularly important. Assessment of the relationship
of subscores to the criterion variables can further rene the
process of interpreting SLEP scores.
To be useful, data on subsequent performances has to be
collected for relatively large numbers of students over an
extended period of time. Districts or institutions that have
only a small number of nonnative English-speaking students
each year, or that have only recently begun to require SLEP
scores, may not nd it feasible to conduct the recommended
studies. In such cases it may be helpful to seek information
and advice from those who have more extensive experience
with SLEP, to consult the normative data in this manual and
the technical supplement, or to refer to other studies about
the SLEP test. (See References below.)
References
Cowell, W. R. Applicability of a simplied three-parameter
logistic model for equating tests. Paper presented at the
annual meeting of the American Educational Research
Association, Los Angeles, April 1981.
This paper reports on a study comparing the effects of
three small sample equating models with the linear equating
model that was used to equate scores on different forms of
SLEP. The three small sample models investigated were a
three-parameter logistic model, a simplied item response
theory model, and a one-parameter Rasch model. Item data
were obtained from examinee responses to 16 SLEP pretest
forms administered in the fall of 1979 and from 2 operational
test forms administered in 1980 and 1981. The results indi-
cate that differences among the small sample models were
minimal. Somewhat larger differences were found between
small sample and linear equating models for scores in the
lower half of the distribution for the Listening Comprehen-
sion section.
Cronbach, L. J. (1951). Coefcient alpha and the internal
structure of tests. Psychometrika, 16, 297-334.
DeAvila, E., and Duncan, S. The Language Assessment
Scales. San Rafael, CA: Linguametrics Group.
DeBoe, M. Secondary Level English Prociency (SLEP)
Test. The ORTESOL Newsletter. 6(3), 1983, p. 14.
This review of SLEP focuses on the unusual language
tasks required by the test. It concludes that these tasks assess
functional understanding more directly than tests that use
written or oral passages and comprehension questions. It
suggests that SLEP be considered by junior colleges as well
as secondary schools.
DiFiore, J. V. Specications for a listening-dictation item-
type. University of Florida, unpublished masters thesis,
1980.
The author analyzed 56 SLEP multiple-choice dictation
items provided by ETS in order to determine the characteristics
of discriminating items. The items that functioned best had
distractors that resembled their keys in four areas: word
position, syntax, semantics, and phonology. Good distractors
used the same word as the key at the beginning and at
the end of the sentence. They also used parallel syntactic
constructions.
Ilyin, D. Performing it more naturally may make it easier
and more accurate. Paper presented at the Fifth Annual
Language Testing Research Colloquium, Ottawa, March
1983.
The paper compares the SLEP and Comprehensive
English Language Test for Speakers of English as a Second
Language (CELT) Listening Comprehension sections in
terms of item type, content characteristics, student and
teacher reactions, and actual test results based on some 250
adult students. The author concludes that SLEP is a more
integrative test containing more natural language tasks, and
that it distinguishes better between different instructional
levels than the CELT.
Ilyin, D., Spurling, S., Carleton, P., and Seymour, S. Do
older adults do it differently? Paper presented at the
Seventeenth Annual TESOL Convention, Toronto, March
1983.
This paper examines the relationship between cloze
and other language prociency tests and variation in this
relationship by age and high school graduation status.
30
The SLEP and several other commercial tests were
administered to a group of 257 adult students. SLEP showed
the highest reliability of any of the measures. The results
suggest that among adult learners, age and formal education
inuence the conguration of language prociency.
Siegel, B. Using an exam as a means not an end in ESL.
Northern New England TESOL Newsletter, 3(1), 1983,
pp. 1-2.
This test review describes how SLEP can be used as a
teaching activity. The author concludes that SLEP is a useful
addition to the classroom far more useful than even the
test maker might realize.
Sloan, S. Lets look at SLEP. Secondary Schools SIG
Newsletter, 5(1), 1982, p. 5.
The reviewer describes SLEP and discusses appropriate
uses. The review concludes that SLEP is a useful measure of
listening and reading that, taken with other data, can help a
trained person in planning a language program. (This review
also appeared in CATESOL News, August 1982.)
Stanseld, C. Reliability and validity of the Secondary
Level English Prociency test. System, 12(1), 1984.
This article describes the history of SLEP, the development
of the test specications, and the performance of each
item type and the total test during an administration of
SLEP to students in several countries. Several innovative
formats are discussed, including multiple-choice cloze and
multiple-choice dictation. Also reported are the ndings of
a validity study that involved the analysis of test scores and
demographic data for U.S. public school students.
Wilson, K. M. Uses of the Secondary Level Prociency
(SLEP) Test: A Survey of Current Practice (TOEFL
Research Report No. 43). Princeton, NJ: Educational
Testing Service, 1993.
Provides information regarding testing practices and
purposes, characteristics of examinees, test users perceptions
of the principal strengths and limitations of the test and test
manual, and the extent and nature of local studies concerned
with validating the SLEP test.
References (continued)
Wilson, K. M., and Tillberg, R. An Assessment of Selected
Validity-Related Properties of a Shortened Version
of the Secondary Level English Prociency Test and
Locally Developed Writing Tests in the LACCD Context.
Princeton, NJ: Educational Testing Service, 1994.
This is the report of a study undertaken to obtain empirical
evidence regarding aspects of the validity and usefulness for
ESL placement of (a) a shortened version of the SLEP Test,
being used for ESL placement by colleges in the Los Angeles
Community College District and (b) locally developed and
scored writing tests.
Wilson, K. M., and Graves, K. An Assessment of Validity-
Related Properties of the Secondary Level English
Prociency Test and Measures of ESL Speaking and
Writing Abilities in the Temple University-Japan Context.
Princeton, NJ: Educational Testing Service, 1995.
This study was concerned with analyzing inter-
relationships among measures of basic ESL macroskills,
namely, Listening Comprehension (LC) and Reading
Comprehension (RC) scores provided by the correspondingly
labeled sections of the SLEP test; ratings of ESL speaking
prociency based on locally developed interview procedures;
and ratings of ESL writing prociency based on locally
collected writing samples. The analyses were based on
data for some 1,600 native-Japanese speakers applying for
admission to Temple University-Japan, which offers an
English-medium program of academic instruction.
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