Examining Validity Evidence for the Use of the TOEIC Bridge® Tests in the National Reporting System for Adult Education

Abstract

This study investigated the suitability of using the TOEIC Bridge® tests in adult education programs serving English as a second language (ESL) learners and for potential use in the National Reporting System for Adult Education (NRS) in the United States. Specifically, the study focused on collecting criterion-related validity evidence and examining the validity of the TOEIC Bridge tests for measuring educational gains for the NRS. Data were collected from adult ESL learners, including scores from the TOEIC Bridge tests, scores from existing NRS-approved assessments, and teacher evaluations. The findings revealed strong correlations between TOEIC Bridge test scores and scores from existing NRS-approved assessments, as well as teacher evaluations, particularly in listening and reading skills. Additionally, significant score gains were observed in listening and reading after a period of instruction, supporting the tests’ use for measuring progress. These results suggest that the TOEIC Bridge tests are promising tools for assessing ESL learners’ proficiency and progress in adult education programs participating in the NRS. This report details the study methodology, findings, limitations, and recommendations for further research to confirm the current findings.

Suggested citation: Wolf, M. K., Ohta, R., & Schmidgall, J. (2026). Examining validity evidence for the use of the TOEIC Bridge® tests in the National Reporting System for Adult Education (Research Memorandum No. RM–26-08). ETS. https://doi.org/10.64634/k830rt79