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Assessing the Efficacy of the Test of English as a Foreign Language

American colleges and universities routinely use the Test of English as a Foreign Language to assess international students' potential for academic success. This is unfortunate given current disagreement regarding its validity as a predictive measure. The present study examined the academic records of 168 international students enrolled at a private, four-year institution in the southeastern United States. Each student was profiled by gender, general language background, major area of study, score on the test at the time of admission to the university, and GPA at the time of departure from the university. Analysis indicated that the test's value as a vehicle for assessing academic potential is problematic. Recommendations are presented for use within current limitations, and possible lines of enquiry are suggested.