Validating A Performance Test Task With A Multi-dimensional Construct

As the new era demands foreign language talents with not only language ability but other core abilities such as critical thinking ability and intercultural communicative competence.performance tests with a multi-dimensional construct are needed to assess these abilities and English Test for International Communication(ETIC)is a typical example of such tests.The present study aims to validate language assessment with a multi-dimensional construct from test takers' perspective and focus on the following two research questions:1)To what extent do test takers use critical thinking ability and intercultural communicative competence while completing the two writing tasks of the ETIC?2)Are the two writing tasks equivalent in terms of language ability.critical thinking ability and intercultural communicative competence?Totally 36 participants were involved in this research.Thirty test takers' writing performances on Writing Task 2 in two forms of ETIC were analyzed and 6 test takers' writing processes on the two writing tasks were explored by adopting the think-aloud method.The major findings of the current study are summarized as follows:1)Test takers employ critical thinking ability and intercultural communicative competence defined in the construct.However,some elements were more highly activated.To be specific.the standards of accuracy,logic,precision,and clarity applied to the element in formation were most frequently used in terms of critical thinking ability while as for intercultural communicative competence,the sub-components of adaptability,language skills and knowledge and understanding of host culture were more activated.2)Generally,the two writing tasks yield comparable writing performances in terms of language ability.critical thinking ability and most factors of intercultural communicative competence.However.the results of writing products showed significant difference in one sub-component of intercultural communicative competence,namely,knowledge and understanding of other cultures.3)The two tasks engage test takers in similar test-taking processes on critical thinking ability while test takers are not engaged in quite similar test-taking processes in terms of intercultural communicative competence.The differences in test-taking processes are the results of the differences in assigned position of provided views in the prompts.the extent of requirements for argumentation,and the relevance of' topics to the host culture.I mplications of the study discuss the design and development of performance tests with a multidimensional construct,and the teaching and assessment of critical thinking ability and intercultural communicative competence.