The present study aimed to develop a critical checklist for evaluating high-stakes English proficiency tests extensively utilized in Iranian higher education context, specially EPT exam which plays a significant role in the field of language testing. To this end, 66 items were developed based on extensive review of the related literature and consultation with experts and interviews. The tentative checklist was distributed to 350 participants. The collected data were analyzed by running exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach alpha coefficient. The results confirmed the reliability and validity of the newly developed instrument. EFA presented 6 components and CFA confirmed the statistical support for the 6 components while all of them had high-reliability estimates. The computed model-fit estimates confirmed the CFA model. This checklist is designed against injustice in favor of minorities whose voices are not heard because of inequalities in power distribution among test parties. In addition, this checklist helps test developers make high stakes tests as fair and democratic as possible while not missing any important issues in the process of developing exams from the critical point of view.
Nouri et al. (Sun,) studied this question.