CAT algorithms to achieve appropriate item selection will be demonstrated. From a global perspective an ample amount of instruments seems to be available for testing foreign language reading comprehension. At closer inspection, however, it appears that many of these instruments lack in quality and that most of them concentrate on a limited number of domains in a restricted number of languages. Taking into account the diversity of language needs in our present-day society, this chaotic situation leads to the paradox that in fact the number of tests available is far from sufficient. It is argued, therefore, that international collaboration in building structured item banks is crucial if education wishes to meet the marketing requirements and technological standards at the turn of the century.
CAT offers flexibility, thoroughness, diagnosis and test security.
Reading short messages can be tested by multiple-choice paraphrases in the second language, long texts by customized testlets of first language MCQ questions. For screening use, time is minimized. For placement, longer tests diagnose strengths. Test theory and reports are presented. The utility of a model depends on many factors, including statistical fit, structural identifiability, parameter estimation costs, and the substantive theory underlying the selection of the model.