This paper describes the motivations behind the design of the redesigned TOEIC Bridge assessments to measure all four communication skills, the purposes of the assessments and how we defined English-language listening, reading, speaking and writing proficiency in everyday contexts for basic to intermediate learners. This information provides a basis for test development and subsequent validity research. 

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The Common European Framework of Reference for Languages (CEFR) is a widely used set of language proficiency levels and descriptors. This report described the comprehensive process used to map the redesigned TOEIC Bridge tests’ scores to CEFR levels Pre-A1, A1, A2 and B1. This process followed best practices for mapping test scores to standards.

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This paper summarizes the "validity argument" for the redesigned TOEIC Bridge tests. The validity argument consists of four major claims about score consistency, validity and fairness, appropriate test use and positive impacts; together, this provides a coherent narrative about the measurement quality and intended uses of test scores. By considering the claims and supporting evidence presented in the validity argument, readers should be able to better evaluate whether the redesigned TOEIC Bridge tests are appropriate for their situation.

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Employers often use TOEIC test scores as one source of information to make a number of decisions. These include:

• recruitment of new employees
• movement of current employees into jobs that require English-language skills
• placement of employees into English-language training programs

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In order to better understand the meaning of test scores and to facilitate decision making, score users may need to understand how scores from two different tests are related. The relationship between scores from two different tests are typically summarized in a “concordance table” that indicates the correspondence between the scores on the two tests. Unfortunately, some concordance tables are produced and distributed without any research support, which can lead to inaccurate and unfair decisions about test takers.

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This study provided preliminary insights into how TOEIC scores are used to inform personnel on decisions related to the hiring, promotion and training of employees. The ultimate objective was to support appropriate test score use and meaningful score-based interpretations in order to facilitate human resource management decisions.

The study results revealed examples of how managers use scores to inform human resource management decisions. The report concludes by providing suggestions for future research, to develop score user services and to continue a discussion on how TOEIC test scores may inform decisions related to human resource management.

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STANAG 6001 is a NATO Standardization Agreement which describes explicit listening, speaking, reading and writing proficiency levels necessary for military personnel. This study aimed to identify which minimum scores for each of the TOEIC tests' four skill areas correspond to the different STANAG proficiency levels. Thus, this study provides guidance to score users who need to make decisions about language proficiency based on achievement of STANAG proficiency levels.

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This study examines test taker perceptions about the use of the TOEIC test as one of the college English-language exit tests of Taiwan's higher education institutions. The results suggest that the use of TOEIC test scores as a requirement for graduation has a positive impact on language learning. Such test use has also proven to be in line with the intended use of the TOEIC test: To prepare test takers to gain a competitive edge in the job market.

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This paper explains how four-skill language testing is the best way to evaluate whether someone can communicate in English, and explains how this approach can:

• result in a fairer way of assessment for test takers
• improve the quality of test users' decisions
• create more positive impact for decision makers, teachers and learners

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