摘要：AbstractThis study seeks to expand research in the area of test fairness by the application of an argument-based approach to test fairness, developed by Xi (2010), to samples of standardized high-stakes tests of IELTS and TOEFL iBT. The target objective of this study was to delineate potential sources and degrees of unfair testing and contribute to further fair testing practice that will benefit all groups of test takers. This involved triangulated multi-level analyses at different levels of test development, administration, scoring and interpretation. The results of this study have marked the degree of fairness enjoyed by each of these tests.
