Examining the effects of a diagnostic language test on learning

This study applied expectancy-value theory (EVT) to examine the impact of diagnostic language assessment (DLA) on the learning activities of a group of Chinese learners of English as a foreign language (EFL). A model of test impact on learning was conceptualized by integrating EVT and DLA theories. Structural equation modeling (SEM) was performed to explore how the test’s diagnostic power influenced remedial learning through subjective task value, which encompassed attainment and utility values. The results indicated that the test’s diagnostic power positively influenced students’ attainment value, utility value, and remedial learning. While utility value mediated the relationship between diagnostic power and remedial learning, attainment value did not. Additionally, a significant distal mediation was observed in the causal relationship among diagnostic power, attainment value, utility value, and remedial learning. The findings have implications for test development, classroom teaching, and research on test impact, particularly in the context of EVT and DLA.