TESL Canada Journal

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Results of a survey of19 ESL/LINC programs in western Canada regarding the use of CLBA scores for in-class placement purposes are provided. The authors present and discuss factors that contribute to the need, where applicable, for additional placement testing by some programs, and how these factors are in part related to different functions of tests, to varying approaches to scoring (holistic and analytical), and to the format by which the assessment results are communicated. Issues of concern to LINC administrators and recommendations for addressing these concerns are also presented.