Table 1 Claims for the TOA argument of CET consequences

Education and assessment policymakers: MOE, NEEA

1. The CET is instrumental in promoting the reform of tertiary-level English language education.

 ♦ Contributing to the improvement in the quality of tertiary-level English language education.

 ♦ Contributing to the improvement in tertiary-level learners’ English language proficiency.

 ♦ Strengthening the employability skills of college graduates.

 ♦ Enhancing the college graduates’ ability to participate in international collaboration.

2. The implementation of the CET helps to improve social justice and fairness.

 ♦ Increasing learners’ opportunity for further education.

 ♦ Ensuring learners’ access to English language assessment.

 ♦ Opening up new opportunities and creating social mobility.

3. The CET prevents English language education at the tertiary level in China from an over-reliance on international language tests.

Test developer and users: NCETC, tech companies, institutions, teachers and learners

4. The CET has positive washback on tertiary-level English language teaching and learning.

 ♦ Increasing tertiary-level learners’ motivation for English learning.

 ♦ Promoting the teaching-learning-assessment alignment of the College English program.

 ♦ Providing useful information for improving College English teaching and learning.

5. Test fairness is ensured in the development and administration of the CET.

 ♦ Effective measures are adopted to prevent cheating.

 ♦ Item bias is avoided through test review and DIF analysis.

 ♦ Accommodation is provided to those in need.

Other users (e.g., employers, admission officers, local government officials)

6. The decisions based on the CET results are appropriate and justifiable.