Stakeholder support – ‘Did you know …?’


Once you have applied the strategies and principles in this chapter to your EAP assessment context, the following information can be photocopied or adapted for use with different stakeholder groups, such as test takers, parents and staff, who are involved in or affected by your EAP testing and assessment. Consider how this passage could be modified or applied in your own working context.


PHOTOCOPIABLE Did you know …


that we understand the importance of using descriptive statistics to reveal meanings in our EAP test results?


Assessment and testing in EAP can have important repercussions for admission onto courses and the attainment of qualifications, which can affect people’s lives. As a result, it is important that the scrutiny and investigation of EAP test scores involves more than just qualitative analysis. If statistical procedures are used appropriately, the broader meaning expressed by a set of results


can be appreciated and acted upon more easily and usefully.


• The application of descriptive statistics can be seen in a range of situations in the EAP context. These include processes such as:


• frequency polygons or histograms to explore distributions of grades • the mean, mode and median scores • calculating the range • identifying the standard deviation


The use of descriptive statistics is common to identify groupings in a set of EAP results and these processes can be very revealing in terms of the spread of grades and the patterns of results which are revealed across a class or particular cohort of students.


Through using a range of statistical procedures in our analysis of EAP test results, we aim to communicate results of tests and their meanings to our stakeholders. It is our hope that this is achieved in a way which allows people to interpret the results of EAP tests more accurately and efficiently.


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Chapter 9: Understanding statistics and how descriptive procedures can be used to analyze EAP test results


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