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Test takers’ individual characteristics may have a significant impact on their test performance (e.g. Bachman & Palmer, Language assessment in practice: Developing language assessments and justifying their use in the real world, 2010). However, given their dynamic and context-sensitive nature, different variables of test takers’ individual characteristics were explored in previous empirical research and the multivariate relationships among these variables and test performance varied in different research contexts. This study explored the relationships of test takers’ English learning motivation, attitudes towards the actual test use of the College English Test (CET), a high-stakes test in China, and their test performance. The findings revealed two distinctive dimensions with regards to English leaning motivation and embedded value implications in test use. Meanwhile, test takers’ test performance was positively and negatively affected by their supportive attitudes towards the actual test use of the CET and test-related learning motivation, respectively.

The International Trauma Questionnaire (ITQ) is a self-report measure for post-traumatic stress disorder (PTSD) and complex post-traumatic stress disorder (CPTSD), corresponding to the diagnostic criteria in the International Classification of Diseases, 11th Revision (ICD-11). A 12-item version of the ITQ based on samples from English-speaking countries has been presented, and the wider generalizability to other languages needs to be examined. The current study examines the psychometric properties of scores from a longer, preliminary 22-item version of the ITQ and the current reduced 12-item version by means of generalizability theory (G-theory) and confirmatory factor analysis (CFA). The 22-item version of the ITQ was translated into Norwegian and administered to patients in two trauma treatment trials (total N = 202). A generalizability study was used to investigate the psychometric properties of scores reflecting CPTSD. G-theory was also used to investigate alternative measurement designs to optimize the sufficient number of items that provide acceptable generalizability and dependability of scores. Model fit to the theoretical factor structure was then examined by CFA, both for the 22-item version and for the 12-item version of the ITQ. The two subscales negative self-concept and relational disturbances had acceptable generalizability coefficients. We found substantial measurement error related to affective dysregulation, mainly attributable to affective hyperactivation. A latent factor structure model with two separate affective dysregulation factors: hyperactivation and deactivation, represented the data well in the 22-item version. The proposed confirmatory structure model for the 12-item short form did not converge in the CFA. This study supports the applicability of the ITQ in a non-English-speaking country and provides support for the validity of the Norwegian translation. Further research is needed to improve the psychometric properties of the affective dysregulation subscale.

Despite being a widely used screening questionnaire, there is no consensus on the most appropriate measurement model for the Alcohol Use Disorders Identification Test (AUDIT). Furthermore, there have been limited studies on its measurement invariance across cross-cultural subgroups, genders, and sexual orientations. The present study aimed to examine the fit of different measurement models for the AUDIT and its measurement invariance across a wide range of subgroups by country, language, gender, and sexual orientation. Responses concerning past-year alcohol use from the participants of the cross-sectional International Sex Survey were considered (N = 62,943; Mage: 32.73; SD = 12.59). Confirmatory factor analysis, as well as measurement invariance tests were performed for 21 countries, 14 languages, three genders, and four sexual-orientation subgroups that met the minimum sample size requirement for inclusion in these analyses. A two-factor model with factors describing ‘alcohol use’ (items 1–3) and ‘alcohol problems’ (items 4–10) showed the best model fit across countries, languages, genders, and sexual orientations. For the former two, scalar and latent mean levels of invariance were reached considering different criteria. For gender and sexual orientation, a latent mean level of invariance was reached. In line with the two-factor model, the calculation of separate alcohol-use and alcohol-problem scores is recommended when using the AUDIT. The high levels of measurement invariance achieved for the AUDIT support its use in cross-cultural research, capable also of meaningful comparisons among genders and sexual orientations. •The Alcohol Use Disorders Identification Test (AUDIT) is a widely used questionnaire.•A model with factors of alcohol use and alcohol problems showed the best fit.•High levels of measurement invariance were achieved across subgroups.•The AUDIT can capture genuine differences cross-culturally.•The AUDIT can capture genuine differences between genders and sexual orientations.

To validate an interpretation or use of test scores is to evaluate the plausibility of the claims based on the scores. An argument-based approach to validation suggests that the claims based on the test scores be outlined as an argument that specifies the inferences and supporting assumptions needed to get from test responses to score-based interpretations and uses. Validation then can be thought of as an evaluation of the coherence and completeness of this interpretation/use argument and of the plausibility of its inferences and assumptions. In outlining the argument-based approach to validation, this paper makes eight general points. First, it is the proposed score interpretations and uses that are validated and not the test or the test scores. Second, the validity of a proposed interpretation or use depends on how well the evidence supports the claims being made. Third, more-ambitious claims require more support than less-ambitious claims. Fourth, more-ambitious claims (e.g., construct interpretations) tend to be more useful than less-ambitious claims, but they are also harder to validate. Fifth, interpretations and uses can change over time in response to new needs and new understandings leading to changes in the evidence needed for validation. Sixth, the evaluation of score uses requires an evaluation of the consequences of the proposed uses; negative consequences can render a score use unacceptable. Seventh, the rejection of a score use does not necessarily invalidate a prior, underlying score interpretation. Eighth, the validation of the score interpretation on which a score use is based does not validate the score use.

The testing effect is a well-known concept referring to gains in learning and retention that can occur when students take a practice test on studied material before taking a final test on the same material. Research demonstrates that students who take practice tests often outperform students in nontesting learning conditions such as restudying, practice, filler activities, or no presentation of the material However, evidence-based meta-analysis is needed to develop a comprehensive understanding of the conditions under which practice tests enhance or inhibit learning. This meta-analysis fills this gap by examining the effects of practice tests versus nontesting learning conditions. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions. Mean effect sizes were moderated by the features of practice tests, participant and study characteristics, outcome constructs, and methodological features of the studies. Findings may guide the use of practice tests to advance student learning, and inform students, teachers, researchers, and policymakers. This article concludes with the theoretical and practical implications of the meta-analysis.

This article investigates the persistent and change elements of educational testing and assessment from 1920 to the present day. I show by examining the addresses and texts of American Educational Research Association presidents a continuing focus on schools, from early experiments and development up through applications in accountability systems. Continuing topics include sources of test content and uses of tests for equity, effectiveness, support of teaching, and comparisons of alternative methods through experiments or references to standards. Although early writers appeared very close to school practices, later discussions expanded implications for policy uses.

Recently, a large number of vocabulary tests have been made available to language teachers, testers, and researchers. Unfortunately, most of them have been launched with inadequate validation evidence. The field of language testing has become increasingly more rigorous in the area of test validation, but developers of vocabulary tests have generally not given validation sufficient attention in the past. This paper argues for more rigorous and systematic procedures for test development, starting from a more precise specification of the test's purpose, intended testees and educational context, the particular aspects of vocabulary knowledge which are being measured, and the way in which the test scores should be interpreted. It also calls for greater assessment literacy among vocabulary test developers, and greater support for the end users of the tests, for instance, with the provision of detailed users' manuals. Overall, the authors present what they feel are the minimum requirements for vocabulary test development and validation. They argue that the field should self-police itself more rigorously to ensure that these requirements are met or exceeded, and made explicit for those using vocabulary tests.

ObjectiveTo better understand testing patterns in children, we measured temporal trends in paediatric testing from 2005 to 2019 in Oxfordshire, UK.DesignDescriptive study of population-based secondary data.SettingOxfordshire University Hospitals National Health Service Trust laboratories.ParticipantsChildren aged 0–15 years in Oxfordshire who received at least one blood test.Main outcome measuresWe estimated average annual percentage changes (AAPCs) in test use using joinpoint regression models. Temporal changes in age-adjusted rates in test use were calculated overall and stratified by healthcare setting, sex, and age.ResultsBetween 2005 and 2019, 1 749 425 tests were performed among 113 607 children. Overall test use declined until 2012, when test rates appeared to increase (AAPC 1.5%, 95% CI −0.8% to 3.9%). Most tests were performed in inpatient settings, where testing rates stayed steady (AAPC −0.6%, 95% CI −2.1% to 0.9%). Increases were highest in females, those aged 6–15 years and in the outpatient setting. The greatest increase in testing was for vitamin D (AAPC 26.5%), followed by parathyroid hormone (9.8%), iron studies (9.3%), folate (8.4%), vitamin B12 (8.4%), HbA1c (8.0%), IgA (7.9%) and coeliac (7.7%).ConclusionsAfter an initial decline, laboratory test use by children in Oxfordshire demonstrated an apparent increase since 2012. Test use increased in outpatient and general practice settings, however remained steady in inpatient settings. Further research should examine the root causes and implications for test increases, and whether these increases are warranted. We encourage clinicians to consider the individual and systemic implications of performing blood tests in children.

This study assessed the utility of a brief assessment (the Peabody Picture Vocabulary Test—4th Edition; PPVT4) as a proxy for verbal IQ (VIQ) in large-scale studies of autism spectrum disorder (ASD). In a sample of 2,420 proband with ASD, PPVT4:IQ correlations were strong. PPVT4 scores were, on average, 5.46 points higher than VIQ; 79% of children had PPVT4 scores within one standard deviation (+/−15) of their VIQ and 90% were similarly classified as having abilities above or below 70 on both measures. Distributions of PPVT4 and VIQ by de novo mutation status were highly similar. These results strongly support the utility of PPVT4 as a proxy for VIQ in large-scale ASD studies, particularly for genetic investigations.

Elicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further probe the validity of the Korean EIT score interpretations by examining the performances of 318 Korean learners (198 second language, 79 foreign language, and 41 heritage) on the Korean EIT scored by five different raters. Expanding on previous EIT validation efforts, this study (a) examined both inter-rater reliability and differences in rater severity, (b) explored measurement bias across subpopulations of language learners, (c) identified relevant linguistic features which relate to item difficulty, and (d) provided a norm-referenced interpretation for Korean EIT scores. Overall, findings suggest that the Korean EIT can be used in diverse SLA/bilingualism research contexts, as it measures ability similarly across subgroups and raters.