期刊名称：The Journal of Language Teaching and Learning
电子版ISSN：2146-1732
出版年度：2013
卷号：3
期号：2
页码：58-64
语种：English
出版社：Association of Foreign Language Teaching
摘要：In comparing the high- stakes ESP tests administered in recent years in Iran for Master Degree and PhD levels admission purpose, a vast area of uncertainty arises as to the nature of scoring system used at the large scale for these competitive exams. Where we had the modular PhD entrance exam with a prerequisite EGP Module followed by a Specific Purpose Module, the participants of our Master Degree counterpart test sat for a joint or blended EGP-ESP subtest which then was scored and reported in a composite percentile and interpreted along with other knowledge subtests against a common national norm. In this article, we attempted to address the issues associated with these models of scoring and the problems which are due from it for our accountability system. Keywords: Composite percentile, joint EGP-ESP tests, scoring system, norm- referenced models
