The BEST Test of English Proficiency (BESTEP): Contextual Needs, Realization, and Future Directions

The BEST Test of English Proficiency (BESTEP): Contextual Needs, Realization, and Future Directions

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This panel discussion provides an in-depth exploration of the BEST Test of English Proficiency (BESTEP), an English for Academic Purposes (EAP)-oriented assessment tool recently developed in support of Taiwan's bilingual education policy. Supported by the Ministry of Education and developed by the Language Training and Testing Center (LTTC), BESTEP adeptly addresses the needs of an increasingly globalized educational milieu in Taiwan's higher education, while maintaining alignment with the CEFR framework. Furthermore, BESTEP recognizes its pivotal role in fostering the language proficiency of EFL learners in Taiwan and employs innovative measures aimed at facilitating the integrations of assessment, instruction, and learning.

The 1st paper presented by Jessica R. W. Wu will delve into the origins of BESTEP, with a focus on the specific contextual requirements and policy influences that shaped its development. The 2nd paper presented by Rachel Y. F. Wu will examine the intricacies of the design and implementation of BESTEP, highlighting its alignment with EAP skills crucial for university-level education and its integration with principles of learning-oriented assessment. The 3rd paper presented by Joyce S. Chin will explore the BESTEP’s potential impact on EAP instruction and learning at the tertiary level, drawing the interactive connections to broader socio-cultural dynamics. The 4th paper presented by Anita C. W. Lin will showcase the resources and support mechanisms designed for different BESTEP’s stakeholders and investigate their implications for fostering a positive feedback loop among learning, teaching, and assessment. The panel will conclude with a discussion on potential avenues for advancing BESTEP within a bilingual educational environment.

 

Chan, Sathena H.C., Wu, Rachel Y. F., & Weir, Cyril J. (2014). Examining the context     and cognitive validity of the GEPT Advanced Writing Task 1: A comparison with     real-    life academic writing tasks. LTTC-CRELA Collaboration Project RG-03.

Chalhoub-Deville, M. & O’Sullivan, B. (2020). Validity: Theoretical development and integrated arguments. British Council Monographs on Modern Language Testing. Equinox Publishing.

Cheng, L. & Watanabe, Y. (Eds.) (2004). Washback in language testing: Research     context and methods. Lawrence Erlbaum Associates.

Green, A. (2007). IELTS washback in context: Preparation for academic writing in     higher education, Studies in language testing 2. Cambridge University Press.

Weir, C. J. (2005). Language testing and validation: An evidence-based approach.      Basingstoke, UK: Palgrave Macmillan.