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It explains how the current workplace-focused assessment serves recruitment, placement, promotion, and training decisions since 1979, and why a 2003 team pursued alignment with modern language proficiency theories. Using evidence-centered design, the project targets variables that drive item difficulty, enhances meaningful proficiency information, and updates test components through proposed revisions such as longer stimuli, varied accents, and redesigned reading formats.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/compendium-study-background-and-goals-of-the-toeic-listening-and-reading-test-redesign-project/488386/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/compendium-study-background-and-goals-of-the-toeic-listening-and-reading-test-redesign-project/488386.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What prompted the TOEIC Listening and Reading test redesign project?","Question",{"text":113,"@type":114},"In January 2003, a team was formed to consider redesigning the TOEIC Listening and Reading test and to investigate additional possibilities for TOEIC Speaking and Writing components, with this document focusing on listening and reading redesign.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What were the main goals of the redesign project?",{"text":118,"@type":114},"The project aimed to align the test with current theories of language proficiency, identify key variables influencing task difficulty using evidence-centered design, and provide more meaningful proficiency information for test takers and score users.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the redesign plan to change the listening and reading stimuli?",{"text":122,"@type":114},"The redesign proposes lengthening some listening and reading stimuli to allow measurement beyond sentence-level understanding, increase authenticity, and reduce the total number of stimuli while increasing opportunities per stimulus.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},488386,1790960726,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Compendium Study  \nBackground and Goals of the TOEIC® Listening and Reading Test Redesign Project  \nMary Schedl  \nJanuary 2010  \nThe TOEIC® Listening and Reading test is an assessment of proficiency in English language as it is used in the global workplace, where English is the means of communication among both native and non-native speakers. Since 1979, the TOEIC test scores have informed decisions regarding recruitment, job placement, promotion, and training, and the test has been widely recognized as a worldwide standard in the assessment of international English use.  \nIn January 2003, a team of content and statistical analysis specialists was formed to consider aredesign of the TOEIC Listening and Reading test as it then existed. The test redesign coincided with an effort to investigate the possibility of making high quality TOEIC Speaking and Writing tests available to test score users as additional test components. Information about the development and design of the constructed response modules is available separately. This document focuses on the redesign of  \nthe TOEIC Listening and Reading test.  \nThe goals of the redesign project were:  \n1.bring the test into alignment with current theories of language proficiency,  \n2.identify the major variables contributing to the difficulty of language tasks on the revised test using evidence-centered design (ECD) methodology to, and  \n3.provide more proficiency information that is meaningful to test takers and score users.  \nThe TOEIC redesign team was able to utilize and build on the theoretical and research base for English language learning and testing that had been developed over the course of a decade by the TOEFL iBT™ project. The history and findings of that project have been documented in detail and published in book form. The theoretical underpinnings of language proficiency are documented in the new TOEFL listening and reading frameworks (Bejar, Douglas, Jamieson, Nissan, & Turner, 2000; Enright, Grabe, Koda, Mosenthal, Mulcahy-Ernt, & Schedl, 2000) and numerous monographs.  \nAligning the Test With Current Language Theory  \nCurrent language theory recognizes the complexity of authentic language contexts; in these contexts, it is often necessary for the learner to use multiple abilities and strategies in order to comprehend and connect information that is heard and read. Communication in real-world situations usually requires the simultaneous engagement of lexical, grammatical, phonetic and pragmatic language abilities. While the Classic TOEIC Listening and Reading test included brief spoken and written text samples, it also included a number of very short, single sentence contexts that focused on discrete language abilities. Table 1 illustrates the components of the TOEIC Listening and Reading test sections prior to theredesign.  \nTOEIC Compendium 2.2  \nTAbLE 1  \nThe TOEIC Listening and Reading Test Before Redesign  \n\n| Test section | Item type | Number of items |\n| --- | --- | --- |\n| Listening | Photographs | 20 |\n|  | Question-response | 30 |\n|  | Short conversations | 30 |\n|  | Short Talks\u003Cbr>(sets of 2-4 items) | 20 |\n| Reading | Incomplete sentences | 40 |\n|  | Error recognition | 20 |\n|  | Reading passages (sets of 2-4 items) | 40 |\n\nProposed revisions to this format included:  \n1.lengthening some of the listening and reading stimuli  \n2.varying the accents in the recorded stimuli in the listening test  \n3.eliminating the error recognition item type from the reading section  \n4.reducing the number of photograph items in the listening section  \n5.replacing some of the error recognition items in the reading section with passage-based sentence completions  \n6.including some sets of items in the reading section that were based on two related passages  \nLengthening the Listening and Reading Stimuli  \nThe redesign team found that most of the item types represented in the TOEIC test did require examinees to understand language in context, whether in a single spoken or","cbCaiaaSvZOP20Ob","https://ap.wps.com/l/cbCaiaaSvZOP20Ob","pdf",580329,18,"English","# Background and Goals of the TOEIC® Listening and Reading Test Redesign Project\n## Aligning the Test With Current Language Theory\n## Lengthening the Listening and Reading Stimuli\n## Varying Accents\n## Eliminating Error Recognition Items","[{\"question\":\"What prompted the TOEIC Listening and Reading test redesign project?\",\"answer\":\"In January 2003, a team was formed to consider redesigning the TOEIC Listening and Reading test and to investigate additional possibilities for TOEIC Speaking and Writing components, with this document focusing on listening and reading redesign.\"},{\"question\":\"What were the main goals of the redesign project?\",\"answer\":\"The project aimed to align the test with current theories of language proficiency, identify key variables influencing task difficulty using evidence-centered design, and provide more meaningful proficiency information for test takers and score users.\"},{\"question\":\"How does the redesign plan to change the listening and reading stimuli?\",\"answer\":\"The redesign proposes lengthening some listening and reading stimuli to allow measurement beyond sentence-level understanding, increase authenticity, and reduce the total number of stimuli while increasing opportunities per stimulus.\"}]","Compendium Study - Background and Goals of the TOEIC® Listening and Reading Test Redesign Project | PDF",1790813527,45]