Consequential research of accountability testing: the case of the CET

Abstract This article examines the changes taken place over decades after a test-based accountability system was in and proposes an agenda for consequential research of testing program. The starts with review theories (Supovitz, Journal Educational Change 10:211–227, 2009) socially grounded, integrated approach to test validation (Chalhoub-Deville, Language Testing 33:453–472, 2016; Chalhoub-Deville O’Sullivan, Validity: Theoretical development arguments, 2020). Following Supovitz’s frameworks testing, case College English Test (CET), national language program China, is analyzed explain nature consequences show motivational effects, alignment informational role symbolic values analysis highlights importance investigating at aggregate levels. Guided by O’Sullivan’s (Validity: 2020) validity framework, delineates claims theory action argument communication engagement future investigation CET.