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The validity of TOEIC Bridge™ scores as a measure of English language skill was examined from the standpoint of a unified concept of test validity. In this study, more than 6,000 test takers in 3 Latin American countries (Chile, Colombia, and Ecuador) took 1 form of the TOEIC Bridge test, and their scores were compared to additional information about the students (teacher judgments, self-assessments, and performance on other academic achievement measures). The evidence collected was generally quite consistent with the interpretation of TOEIC Bridge scores as indicators of the English language competencies for the students examined.

In order to facilitate the interpretation of test scores from the TOEIC[R] "Bridge" as a measure of English language proficiency, one form of the test was administered to more than 6000 test takers in three South American countries--Colombia, Chile and Ecuador. The appropriateness of the TOEIC "Bridge" test as a measure of English language skill was evaluated using several approaches, such as factor analysis and computation of correlations between the TOEIC "Bridge" scores and other measures like local English test scores, student self-assessment scores, and teacher ratings. The evidence collected was generally consistent with the interpretation of TOEIC "Bridge" scores as indicators of English language competencies for the students examined. (Contains 9 tables, 6 figures and 7 footnotes.)