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An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test

An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test

Yan Jin, Eric Wu
Copyright: © 2017 |Volume: 7 |Issue: 3 |Pages: 15
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781522514633|DOI: 10.4018/IJCALLT.2017070104
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MLA

Jin, Yan, and Eric Wu. "An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test." IJCALLT vol.7, no.3 2017: pp.58-72. http://doi.org/10.4018/IJCALLT.2017070104

APA

Jin, Y. & Wu, E. (2017). An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 7(3), 58-72. http://doi.org/10.4018/IJCALLT.2017070104

Chicago

Jin, Yan, and Eric Wu. "An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 7, no.3: 58-72. http://doi.org/10.4018/IJCALLT.2017070104

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Abstract

This article aims to demonstrate how innovative testing practices can effectively prevent high-tech mass cheating and improve fairness in language assessment. The article first introduces Xi's (2010) view of validity and fairness and her proposal of an argument-based approach to empirically examining test fairness. The article then describes the threat to fair testing posed by high-tech cheating on the College English Test (CET). A study of multiple-form equating was conducted and reported in the article, which was aimed at achieving alternate form reliability when multiple versions and multiple forms were used in the CET. The article then concludes with a discussion on the usefulness of an argument-based approach to empirically examining test fairness.

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