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【Abstract 】The aim of this paper is to discuss the validity MC format in language testing. It mainly includes an evaluation of MC format’ validity and some specific examples. This paper concludes by suggesting that although MC format’s validity are still questionable， it is still quite applicable if we want to test the cognitive knowledge of a large number of candidates.
【Key words】MC format； language testing； validity
1. Introduction
Multiple -choice （MC） has been an important format for many language tests. However， it is still controversial concerning its effectiveness in testing language learners’ proficiency. To evaluate whether a language test instrument is effective or not， we have to take many factors into consideration. A very important factor is validity.
2. Evaluation
Validity is concerned with whether a test measures what it is intended to measure （Weir， 1990： 1）. In this paper， my main concerns are content validity and construct validity. Terminologically， construct validity indicates overall validity， which refers to the degree to which underlying traits can be inferred from scores on an assessment instrument （Cohen， 1994）. Under the umbrella of construct validity， just as its name implies， relates to the content of the test. It is determined by checking whether its content is representative of the kind of language skills we want to measure.
It is widely accepted that the MC format can only test recognition knowledge （Hughes， 2003）；it is less likely to test a candidate’s productive skills. If we intend to measure a student’s real ability to produce a second language， the MC format will possibly give us inaccurate information. In this sense， the MC format may lack content validity， due to the incompatibility of its test content and the test objectives. If the test is set out to measure a specific aspect of linguistic proficiency， a MC test may provide valid information. However， when we are trying to test general language proficiency， a MC test may not be desirable.
It is also problematic that some of the MC items can be answered without access to the source text. In the following， I will discuss the construct validity of the multiple-choices format in the TOEFL test. In this test， it is declared that some test-takers can answer the items without comprehending the source test （Freedle
【Key words】MC format； language testing； validity
1. Introduction
Multiple -choice （MC） has been an important format for many language tests. However， it is still controversial concerning its effectiveness in testing language learners’ proficiency. To evaluate whether a language test instrument is effective or not， we have to take many factors into consideration. A very important factor is validity.
2. Evaluation
Validity is concerned with whether a test measures what it is intended to measure （Weir， 1990： 1）. In this paper， my main concerns are content validity and construct validity. Terminologically， construct validity indicates overall validity， which refers to the degree to which underlying traits can be inferred from scores on an assessment instrument （Cohen， 1994）. Under the umbrella of construct validity， just as its name implies， relates to the content of the test. It is determined by checking whether its content is representative of the kind of language skills we want to measure.
It is widely accepted that the MC format can only test recognition knowledge （Hughes， 2003）；it is less likely to test a candidate’s productive skills. If we intend to measure a student’s real ability to produce a second language， the MC format will possibly give us inaccurate information. In this sense， the MC format may lack content validity， due to the incompatibility of its test content and the test objectives. If the test is set out to measure a specific aspect of linguistic proficiency， a MC test may provide valid information. However， when we are trying to test general language proficiency， a MC test may not be desirable.
It is also problematic that some of the MC items can be answered without access to the source text. In the following， I will discuss the construct validity of the multiple-choices format in the TOEFL test. In this test， it is declared that some test-takers can answer the items without comprehending the source test （Freedle