Abstract
This paper reports the verification of the consequential validity of a Diagnostic College English Speaking Test. A case study was conducted with 28 sophomore students from a national key university in China engaged in seven sets of DCEST tests. The analysis of the DCEST scores of the students in the experiment group indicates that progress has been made in their oral English proficiency over the two-month period. The survey data analysis reveals that the provision of diagnostic feedback is welcomed by a great majority of students, and they think that the diagnostic feedback of the DCEST can reflect the strengths and weaknesses of their oral English ability. Results of both quantitative and qualitative data analyses provide supportive evidence to the consequential validity of DCEST. The limitations and future research directions are finally discussed.
Highlights
Validity is defined by Messick (1989: 13) as “an integrated evaluative judgment of the degree to which empirical evidence and theoretical rationales support the adequacy and appropriateness of inferences and actions based on test scores or other modes of assessment”
This paper reports the verification of the consequential validity of a Diagnostic College English Speaking Test
The present study will focus on exploring the consequential validity of a Diagnostic College English Speaking Test (DCEST) in terms of its impact on oral English teaching and learning in real educational settings, as the DCEST is a formative assessment designed to diagnose students’ oral English proficiency
Summary
Validity is defined by Messick (1989: 13) as “an integrated evaluative judgment of the degree to which empirical evidence and theoretical rationales support the adequacy and appropriateness of inferences and actions based on test scores or other modes of assessment”. Messick (1996) suggests that evidence and rationales for evaluating the intended and unintended consequences of score interpretation and use in both the short- and long-term, especially those associated with positive or negative washback effects on teaching and learning should be collected to support the consequential aspect of construct validity. Fewer studies have been conducted to investigate the consequential validity of formative assessments in China, whose impact on English teaching and learning should never be neglected. The present study will focus on exploring the consequential validity of a Diagnostic College English Speaking Test (DCEST) in terms of its impact on oral English teaching and learning in real educational settings, as the DCEST is a formative assessment designed to diagnose students’ oral English proficiency
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