Abstract
ABSTRACTThe first aim of this study was to develop a computer adaptive EFL test (CALT) that assesses test takers’ listening and reading proficiency in English with dichotomous items and polytomous testlets. We reported in detail on the development of the CALT, including item banking, determination of suitable item response theory (IRT) models for item calibration, item selection procedure, ability estimation method and stopping rule. The CALT in this study, as part of the graduation requirement for non-English majors at a major Chinese university, is a high-stakes test. We think that validation of such a high-stakes test is important and necessary, so the second aim was to investigate the validity issues of the CALT by examining the equivalence of the factor structure of CALT and a computer-based language test (CBLT) within Bachman and Palmer’s assessment use argument (AUA) framework. It is our hope that the effort made in this study to investigate the comparability of CALT and CBLT to ensure that test score interpretations of CALT are meaningful and impartial will prove worthwhile.
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