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This qualitative study analyzes semi-structured interview data from 13 university-level ESL students regarding their opinions, concerns, strategies, and test-format preferences. Findings indicate language proficiency, test anxiety, and format choices (e.g., multiple-choice vs. essay) shape students’ ability to show content knowledge, with practical implications for more equitable assessment outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@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/esl-student-perspectives-on-university-classroom-testing-practices/464742/",{"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/esl-student-perspectives-on-university-classroom-testing-practices/464742.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem do ESL students face in university classroom tests?","Question",{"text":112,"@type":113},"ESL students often cannot represent accurately on tests what they know. Language knowledge and content knowledge merge during test taking, making performance hard to interpret as content understanding alone.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate students’ testing concerns?",{"text":117,"@type":113},"The study uses qualitative content analysis of semi-structured interview data from 13 university-level ESL students. It examines their opinions, concerns, strategies, and preferred test formats.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors are reported to influence ESL students’ test performance?",{"text":121,"@type":113},"The text highlights language proficiency, test anxiety, and test format preferences. It also notes that context, culture, and language-related problems affect students’ access to demonstrating content knowledge.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},464742,1792250635,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Journal of the Scholarship of Teaching and Learning, Vol. 10, No. 3, November 2010, pp. 89 – 105.  \nESL student perspectives on university classroom testing practices  \nAnnela Teemant1  \nAbstract: ESL students struggle to represent accurately on tests what they know.  \nUnderstanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their opinions, concerns, strategies, and preferences in testing. ESL students provide evidence that language proficiency, test anxiety, and preferences for particular test formats, such as multiple-choice over essay questions, affect their ability to demonstrate content knowledge.  \nStudents describe context, culture, and seven language-related problems in testing, and show awareness of various test-taking strategies. The results suggest practical implications for making testing outcomes more equitable for ESL students.  \nKeywords: English as a second language, testing, higher education reform,  \ninternational students, learner preferences  \nThe number of English-as-a-Second-Language (ESL) students from international and immigrant backgrounds continue to grow rapidly and impact teaching and learning in colleges and universities (Erisman and Looney, 2007; Gray, Rolph, and Melamid, 1996; Institute of International Education, 2009; Steward, 1991; Walker, 2000) . While all schools \"are being required to respond to the challenge of . . . making schooling equal and equitable for all\" (Grant, 1992, p. 1), one persistent area of concern is valid and equitable assessment (e.g., Ewell, 2004; Solano-Flores and Trumbull, 2003). Assessment practices, in particular, are a growing concern in higher education because of mounting pressure to create a “culture of evidence” that accounts for student learning (Shavelson, 2009, p. 1) . Indeed, Ewell (2004, p. 2) argues that “assessment linked to accountability is being advanced …as a recipe for ‘fixing’ education at all levels.’”  \nIt is in this context that I sought to understand the assessment challenges faced by ESL university students—those I teach and those I advocate for—in content-area classes. It is widely acknowledged that ESL students struggle to represent accurately what they know on tests. In the act of test taking, language knowledge and content knowledge merge and are often confounded. According to LaCelle-Peterson and Rivera (1994, p. 69), current testing practices fail to“capture”what ESL students really know in terms of content knowledge. This gap between students’ actual knowledge and their test performance is often ignored or unrecognized by university faculty. Schneider and Shulman (cited in Shavelson, 2007, p. viii), however, argue that university faculty must “know what to make of” and “how to act on” valid evidence of student learning. The purpose of this qualitative study is to a) make visible ESL students’perspectives on classroom testing practices; and b) to highlight practical implications for how university faculty can address ESL students’ testing concerns.  \n1 Associate Professor, School of Education, Indiana University—IUPUI, 902 West New York Street, ES 3121, Indianapolis, IN 46202, [ateemant@iupui.edu](ateemant@iupui.edu), telephone: 317-274-1228  \nTeemant, A.  \nI. Relevant Literature.  \nResearch and theory from the fields of second language acquisition (SLA), psychology, and psychometrics are important to understanding ESL students’perspective on testing. From the SLA literature, Bernhardt, Destino, Kamil, and Rodriguez-Muñoz (1995) believe that ESL students \"are in double jeopardy when confronted with assessment of any type\" because they are\"forced into demonstrating knowledge in a language over which they have only partial … control\" (p. 6) . Short (1993) explains this complexity as follows:  \nBecause language and content are intri","cbCaib975xtLrnNT","https://ap.wps.com/l/cbCaib975xtLrnNT","pdf",207849,17,"English","# Abstract\n# Introduction and context\n## Equitable assessment and accountability\n# Purpose of the study\n## Visible ESL student perspectives\n## Practical implications\n# Relevant literature\n## Second language acquisition and assessment","[{\"question\":\"What problem do ESL students face in university classroom tests?\",\"answer\":\"ESL students often cannot represent accurately on tests what they know. Language knowledge and content knowledge merge during test taking, making performance hard to interpret as content understanding alone.\"},{\"question\":\"How does the study investigate students’ testing concerns?\",\"answer\":\"The study uses qualitative content analysis of semi-structured interview data from 13 university-level ESL students. It examines their opinions, concerns, strategies, and preferred test formats.\"},{\"question\":\"Which factors are reported to influence ESL students’ test performance?\",\"answer\":\"The text highlights language proficiency, test anxiety, and test format preferences. It also notes that context, culture, and language-related problems affect students’ access to demonstrating content knowledge.\"}]","ESL student perspectives on university classroom testing practices | PDF",1790768604,43]