A Systematic Review of Research Characteristics on the Construct Validity of the Pearson Test of English Academic
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| Title: | A Systematic Review of Research Characteristics on the Construct Validity of the Pearson Test of English Academic |
|---|---|
| Language: | English |
| Authors: | Phat Hong Cao (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Descriptors: | Literature Reviews, Second Language Learning, Language Tests, English (Second Language), Measurement, Evaluation Methods, Construct Validity, Educational Research |
| Assessment and Survey Identifiers: | Pearson Test of English Academic |
| DOI: | 10.1111/ejed.70419 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | The construct validity of global-scale language proficiency tests, such as the Pearson Test of English Academic (PTEA), is crucial for ensuring accurate measurement of underlying theoretical concepts. Despite a plethora of studies that address different aspects of construct validity of the PTEA, the results have been mixed. Using a systematic review approach, this study evaluated the features of 40 PTEA construct validity studies, focusing on their research aims, construct characteristics, and methodologies. Results reveal that a variety of aspects of construct validity have been examined, with a predominant focus on a combination of linguistic and background trait-oriented constructs (e.g., gender factor or cognitive demand), and quantitative analyses have been primarily employed. The findings additionally highlight discrepancies in the conceptualisations of constructs, which consequently lead to variations in the adopted theoretical frameworks and the methods for construct validation. Recommendations for enhancing construct validity and future research directions for the PTEA are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497835 |
| Database: | ERIC |
| Abstract: | The construct validity of global-scale language proficiency tests, such as the Pearson Test of English Academic (PTEA), is crucial for ensuring accurate measurement of underlying theoretical concepts. Despite a plethora of studies that address different aspects of construct validity of the PTEA, the results have been mixed. Using a systematic review approach, this study evaluated the features of 40 PTEA construct validity studies, focusing on their research aims, construct characteristics, and methodologies. Results reveal that a variety of aspects of construct validity have been examined, with a predominant focus on a combination of linguistic and background trait-oriented constructs (e.g., gender factor or cognitive demand), and quantitative analyses have been primarily employed. The findings additionally highlight discrepancies in the conceptualisations of constructs, which consequently lead to variations in the adopted theoretical frameworks and the methods for construct validation. Recommendations for enhancing construct validity and future research directions for the PTEA are discussed. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70419 |
