In language assessment and in educational measurement more broadly, there is a tendency to interpret scores from single-administration tests as accurate indicators of a latent trait (e.g., reading ability). Even in contexts where learners receive multiple formative assessments throughout the year, estimates of student ability are determined based…

We adapted three practice College Scholastic Ability Tests (CSAT) of English listening, each with five-option items, to create four- and three-option versions by asking 73 Korean speakers or learners of English to eliminate the least plausible options in two rounds. Two hundred and sixty-four Korean high school English-language learners formed…