[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-495002-105":59,"doc-detail-495002-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","toefl-itp-case-study-centro-boliviano-americano-oguz-emran","TOEFL ITP Case Study - Centro Boliviano Americano - Oguz-Emran","","Centro Boliviano Americano (CBA) adopted TOEFL ITP Assessment Series performance data to better align its English program with students’ stated goal of higher education in the United States. Álvaro Del Castillo and faculty use the scoring reports for ongoing analysis and cyclical program improvement, including interpreting results by skill area, tracking student demographic shifts, and adjusting instruction. The one-week turnaround supports CBA’s six-week learning cycle, strengthens program credibility for parents, and guides curriculum planning across a three-year improvement cycle.",{"@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/toefl-itp-case-study-centro-boliviano-americano-oguz-emran/495002/",{"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/toefl-itp-case-study-centro-boliviano-americano-oguz-emran/495002.png","ImageObject",300,407,{"name":92,"@type":93},"AfterMidnight","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did Centro Boliviano Americano switch to the TOEFL ITP Assessment Series?","Question",{"text":112,"@type":113},"CBA determined that its students’ end goal was U.S. higher education and that meeting English-proficiency requirements often depended on TOEFL scores, so it aligned the overall program toward the TOEFL objective.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the TOEFL ITP test turnaround time support CBA’s learning cycle?",{"text":117,"@type":113},"The score turnaround of about one week fits CBA’s rapid, six-week learning cycle, allowing timely responses to performance trends.",{"name":119,"@type":110,"acceptedAnswer":120},"How does CBA use TOEFL ITP performance data for program improvement?",{"text":121,"@type":113},"CBA reviews the performance profile to identify strengths and opportunities, adjust instructional strategies, select or develop materials, create classroom assessments, and set the direction of its three-year curriculum improvement cycle.","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},495002,1790901268,{"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":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":52,"preview_page_count":4},962090896061,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","“  \nA certificate from ETS is just so important for students.…We’re talking about the most important institution in the world that creates tests. That says alot—I have an ETS paper that says my  \nlevel. That’s very important.“  \nÁlvaro Del Castillo, CBA–Santa Cruz academic coordinator  \nThe TOEFL ITP® Assessment Series performance data help Centro Boliviano Americano keep pace with its students’ changing needs  \nAbout 12 years ago, Álvaro Del Castillo, an academic coordinator at Centro Boliviano Americano (CBA), took a close, methodical look at the students attending his English-language school in Santa Cruz de la Sierra, Bolivia, with a goal of better aligning the academic programNF with their needs.  \nHe discovered for the majority of CBA’s students, the end goal of their English studies was the pursuit of higher education in the United States. So, Del Castillo investigated the English-proficiency requirements of American colleges. In most cases, he found his students would be required to attain a specific score on the TOEFL iBT® test to achieve their academic goals.  \nThe TOEFL iBT® testis the most widely respected English-language test for higher education admissions worldwide.  \n“I thought if students come to the CBA and want to be in schools in the U.S., then we should take the whole programNF toward the goal of taking the TOEFL® test,” he said.  \nCBA was already using an exit test at the time, but switched to the TOEFL ITP® Assessment Series based on Del Castillo’s findings.“We believed that the only number, the only grade, the only tool that gives us the reality of a student inan international scenario would be the TOEFL ITP test.”  \nBesides enhancing the alignment between CBA’s academic programNF and its students’goals, the shift provided additional benefits. On a practical level, the one-week scoring turnaround of the test suits the school’s rapid, sixweek learning cycle. Also, CBA’s adoption of the TOEFL ITP test has enhanced its reputation as a facilitator of serious learning.  \n“People trust the CBA because of that,” Del Castillo said.“That’s what parents want. Most people have heard that it doesn’t matter where you’re from, you need to take a TOEFL test. That’s the idea they have. And students, they’re waiting to take the official test, not the ones that we administer in the classroom. They want to know what their real level is atan international level.”  \nDel Castillo and other CBA faculty trust the TOEFL ITP test, too.“The tool is very accurate,” he said. For this reason, CBA staff mine data from TOEFL ITP performance reports to glean as much as they can about the English proficiency their students attain by the end of the three-year programNF.  \n“Our academic director is a fan of spreadsheets, so we try to get a lot of statistics from them, as much as we can,” he said.“We try to generate charts to see how our students are doing and if we need to make changes.”  \nEarly on, CBA began enriching this TOEFL ITP performance profile with student demographic data, which allowed the school to observe, almost in real time, a gradual transformation in its student body. When TOEFL ITP performance signaled the change, CBA staff leveraged the demographic components of the profile to explain it, ultimately concluding that their students’ changing needs reflected a national trend.  \nHere’s a closer look at how CBA’s use of TOEFL ITP performance data guides programmatic decision making and provides insight into students’ changing needs:  \nTOEFL ITP performance data drive programNF improvement  \nCBA uses TOEFL ITP performance data to inform ongoing and cyclical programNF improvements.“Every three years, we use it to try to improve the programNF—to innovate—  \nCVU JG there’s something we need to change right away, we try to do so,” Del Castillo said.  \nBecause students exit the CBA programNF at three different points during the year, faculty can respond to TOEFL data reasonably quickly, Del Castillo explained.“Let’s say that on the last","cbCaivFuqj1BfmpZ","https://ap.wps.com/l/cbCaivFuqj1BfmpZ","pdf",956779,"English","# TOEFL ITP case study focus\n## Aligning the CBA program with student goals\n## Using performance data to guide instructional decisions\n## Building a multi-year improvement cycle","[{\"question\":\"Why did Centro Boliviano Americano switch to the TOEFL ITP Assessment Series?\",\"answer\":\"CBA determined that its students’ end goal was U.S. higher education and that meeting English-proficiency requirements often depended on TOEFL scores, so it aligned the overall program toward the TOEFL objective.\"},{\"question\":\"How does the TOEFL ITP test turnaround time support CBA’s learning cycle?\",\"answer\":\"The score turnaround of about one week fits CBA’s rapid, six-week learning cycle, allowing timely responses to performance trends.\"},{\"question\":\"How does CBA use TOEFL ITP performance data for program improvement?\",\"answer\":\"CBA reviews the performance profile to identify strengths and opportunities, adjust instructional strategies, select or develop materials, create classroom assessments, and set the direction of its three-year curriculum improvement cycle.\"}]","TOEFL ITP Case Study - Centro Boliviano Americano - Oguz-Emran | PDF"]