Taking classical test theory (CTT) and many-facet Rasch measurement (MFRM) model as its theoretical basis, this study investigates the reliability of an English test for non-English major graduates by using SPSS and FACETS. The results of the CTT reliability study show that the candidates’ scores of the objective test were not significantly correlated with their scores of the subjective tasks, and the internal consistency of the three subjective tasks was not satisfying, either. The results of the MFRM analysis indicate that it was the two raters’ severity difference in their rating, the varying difficulty levels of the test tasks, and the bias interaction between some students and certain tasks that caused most of the variance in the scores. This demonstrates the necessity of training raters to be not only self-consistent but also coherent and consistent with each other. It also requires systematic study of measurement theory as well as test item writing or test task design techniques on the part of the teachers as item writers or task designers. In addition, it calls upon English teachers’ attention to enhancing students’ comprehensive language skills.
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