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[www.pioneerpublisher.com/jlcs](www.pioneerpublisher.com/jlcs)[ ](www.pioneerpublisher.com/jlcs)Volume 3 Number 1 March 2024  \nA Comparison and Evaluation of the TOEIC and DET Writing Test  \nYiran Hou1  \n1 Zhejiang University of Finance & Economics Dongfang College, Hangzhou, China Correspondence: Yiran Hou, Zhejiang University of Finance & Economics Dongfang College, Hangzhou, China.  \ndoi:10.56397/JLCS.2024.03.04  \nAbstract  \nThis essay aims to compare and evaluate the writing test of two widely used English language proficiency tests: the Test of English for International Communication (TOEIC) and the Duolingo English Test (DET) . Bachman and Palmer’s (2010) assessment use argument (AUA) is used as a framework in this essay to compare and evaluate these two tests from three aspects: test score and reliability, validity and score interpretations, and consequences. The results show that some features of the TOEIC and DET writing tests (e.g., the DET writing test’s well-designed algorithm and lack of discourse level texts, the TOEIC writing test’s all direct tasks and DIF analysis used) make the two tests have some strengths and weaknesses respectively in each aspect.  \nKeywords: TOEIC, DET, validity, reliability, language testing  \n1. Introduction  \nThe test that measures people’s ability in language use is called proficiency test. Proficiency test scores, especially for English language proficiency, are required by many colleges and universities all over the world to make an admission decision and predict students’ academic success (Graham, 1987) . As two widely adopted English proficiency tests, the Test of English for International Communication (TOEIC) and the Duolingo English Test (DET) are compared and evaluated in terms of their writing test in this essay. The evaluation is based on contemporary views on test validation, that is, an argument-based approach. To be specific, Bachman and Palmer ’s (2010) assessment use argument (AUA) is used  \nas a framework in this essay, which links test-taker performance to test scores, scores to interpretations about test-taker ability and further focuses on the decisions and consequences (Llosa, 2008; Schmidgall, 2017) . The following comparison and evaluation of the TOEIC and DET writing test will focus on three aspects: test score and reliability, validity and score interpretations and consequences.  \n2. Score Use and Reliability  \nAccording to Huot (1990), the score that can perfectly reflect a test taker’s relevant knowledge is the true score, which can be totally consistent with the same test taker’s future performance in the same test. In other words, a test that provides the true score has perfect reliability. However, the true score is only an  \nidealized version because error is inherent in any testing measurement and conditions during a test (Huot, 1990) . Kline (2005) also supports that the raw score received by any one examineeis made up of a true component and a random error component which prevent the test from having perfect reliability. One source of error comes from the raters who may be affected by many factors, such as their quality, appreciation of the writing texts, and so on (Huot, 1990) . Both the TOEIC and DET uses holistic scale in their free-response writing tasks to score test takers’performance. According to Montee and Malone (2013), all criteria are considered together while evaluating the overall performance to assign a single score in holistic scales. That means the scoring may be more easily affected by other factors and then involve more error components, especially when the performance is scored individually. From this point, the holistic scales used in the free-response writing tasks have a threat to the reliability of the two writing tests. However, in the DET extended writing tasks, the test taker’s performance is scored by a separate algorithm that is trained on 3,626 writing perfo","cbCaill4TuKSw5tp","https://ap.wps.com/l/cbCaill4TuKSw5tp","pdf",334160,"English","# Introduction\n# Score Use and Reliability\n# Validity and Score Interpretations\n## Construct Validity","[{\"question\":\"What framework does the essay use to compare TOEIC and DET writing tests?\",\"answer\":\"It applies Bachman and Palmer’s assessment use of argument (AUA) to connect test-taker performance, scores, interpretations of ability, and downstream decisions and consequences.\"},{\"question\":\"How does the essay compare reliability between TOEIC and DET writing scoring?\",\"answer\":\"It argues that DET’s extended writing is scored by a separate algorithm trained on human-rated samples, improving consistency, while TOEIC’s writing responses are scored by at most two certified ETS raters, which may reduce reliability despite rater monitoring methods.\"},{\"question\":\"What kinds of validity evidence does the essay discuss for TOEIC and DET writing tests?\",\"answer\":\"It focuses on defensibility and fairness of score interpretations, outlining validity as the extent to which tests measure what they intend to measure, and then discusses construct validity using multiple forms of supporting evidence.\"}]","A Comparison and Evaluation of the TOEIC and DET Writing Test - read online | PDF",13]