A Comparison On Content Validity Of Listening Test In Paper-based CET4and Computer-based CET4

In recent years scholars at home have done a lot of research on validity of CET-4and CET-6; however, there are few studies on the content validity of computer-based CET-4. Owing to historical and geographical reasons, compared to learners in the east, college students in Ningxia have a relatively low proficiency in English. For teachers, English listening teaching on students in independent college is rather challenging. Based on the theory of content validity, the thesis adopted the listening part in paper-based CET-4and computer-based CET-4as instruments, chose students of2010grade in law school of Xinhua College in Ningxia University as participants, and explored the content validity of the two forms of test through two tests in paper-based CET-4and computer-based CET-4in listening part and questionnaires. Thus the writer could conclude which is more suitable for students in Ningxia. Content validity refers to whether the content of the test is representative and comprehensive. Content validity consists of content relevance and content coverage.Based on the theory of content validity in communicative language testing presented by Bachman, the thesis proved the content validity of the two forms of test from the perspectives of content relevance, content coverage, language skills tested, facility value and discrimination. The research focuses on the following questions:(1) What is the content validity of paper-based CET-4?(2) What is the content validity of computer-based CET-4?(3) Which test is more appropriate for students’ proficiency in the region? The first two questions are based on text study, while the last question is verified through empirical research.The results of the study indicate that on one hand, the listening part in paper-based CET-4has a certain content validity. The topics range from daily life to humanity science, but rarely touch professional knowledge. The content relevance is high. The facility value is suitable for the subjects. The discrimination reaches certain level. The skills tested are representative in terms of teaching syllabus. Students mastered skills like listening for main idea, but did not master the skill of deducing unfamiliar words. On the other hand, the listening part in computer-based CET-4has a limited content validity. Although the content relevance is high, the content coverage is wide, it has a high rate of facility value, and the discrimination is relatively low. The representativeness of the skills tested is not enough compared to teaching syllabus. Students could master skills like listening for detail, but they did not master the skill to listen for general message. Thus the conclusion is drawn; paper-based listening test is more suitable for students in Xinhua College of Ningxia University. Computer-based CET-4could not be implemented widely in the short term in this region.