Abstract
This essay applies Bachman and Palmer’s (1996) Test Usefulness Framework to scrutinize the reliability, construct validity, and impact of the Computer-based English Speaking Test in Fujian (CEST-FJ). The CEST-FJ’s inclusion in the National College Entrance Examination (NCEE) represents a positive step towards promoting communicative ability in English language learning in China. The computerized administration and scoring processes enhance the test’s reliability and control over construct-irrelevant variance. However, limitations such as potential variations in difficulty, construct under-representation of communicative competence, challenges for pronunciation assessment in the context of English as an International Language (EIL), and the non-compulsory and low-value nature of the test have been identified. Additionally, the lack of transparency surrounding the CEST-FJ hampers assessment and accountability. This essay emphasizes the need for more theoretical and empirical research to justify or enhance the test in the future, particularly in light of its high-stakes nature and influence on test-takers’ university admissions. Test designers are urged to prioritize transparency and provide more information to facilitate further research and ensure the effectiveness of the CEST-FJ.
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