Students’ Perceptions of EF SET as a Digital Performance-Based English Proficiency Assessment

Abstract

This study explores students’ perceptions of the EF Standard English Test (EF SET) as a digital, performance-based English proficiency assessment within an international curriculum setting. As digital language assessment tools become more common, understanding how students view their effectiveness is crucial for evaluating their educational value. However, little research has specifically examined students’ perceptions of EF SET in school environments. This study used a quantitative descriptive approach involving 25 Grade 9 students who completed the EF SET. Data were gathered using a structured questionnaire that measured perceived usefulness, ease of use, fairness, and overall assessment experience. Students’ proficiency levels were considered in the context of interpreting their responses. Descriptive statistics were used to analyze the data and identify general trends in perceptions. Results show that students generally view EF SET positively, especially regarding accessibility, clear instructions, and immediate feedback. They reported that the test helped them better understand their English proficiency. Still, concerns about fairness and the test’s limited ability to assess productive language skills were raised, as the test mainly focused on reading and listening. These findings suggest EF SET is effective as a digital assessment tool, but its role as a performance-based measure is partial. It should be complemented with other assessment methods for a more complete evaluation of students’ language skills. Overall, this study highlights the importance of including students’ perspectives in implementing digital language assessments in international education settings.