Utility and bias in a Korean standardized test of English: the case of i-TEPS (Test of English Proficiency developed by Seoul National University)

Abstract

This article examines to what extent i-TEPS (Test of English Proficiency developed by Seoul National University) incorporates perspectives of English as a lingua franca into its construction and accommodates test-takers’ needs. Based on the analysis of two sample tests, the article posits that while i-TEPS could be a robust, affordable, and user-friendly alternative to the Test of English as a Foreign Language (TOEFL) in that it redresses several concerns of the TOEFL as pointed out by critics, the topics, choice of proper nouns, and grammatical and vocabulary items reflect a discernible level of dependence on Anglo-American norms. The article discusses what measures need to be taken to help locally developed and administered tests such as i-TEPS to become fully recognized not only as a viable alternative to TOEFL, but also as an effective test of English which takes contexts and stakeholders’ needs into consideration.

Keywords:

• Language assessment
• English as a lingua franca
• Standardized English test
• i-TEPS

Notes

1. Retrieved July 2, 2017, from http://www.teps.or.kr/Use/School

2. Retrieved July 2, 2017, from http://www.teps.or.kr/Info/Committee

3. Retrieved July 2, 2017, from https://www.teps.or.kr/Info/Teps

4. Taken from the writing section of the practice TOEFL provided by ETS. Retrieved February 15, 2017, from https://www.ets.org/toefl/ibt/prepare/toefl_interactive_sampler.

5. Retrieved July 2, 2017, from https://www.teps.or.kr/Info/ITeps#

6. Retrieved July 2, 2017, from https://www.teps.or.kr/Info/Teps