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The goal of this study was to discuss the impact of different forms of MET. This includes the analyses of test reliability, test difficulty, and item quality of three English tests. Results show that test forms differ in test quality, and then test equating was conducted with the equipcentile method. The implications of equated scores for college English teaching were discussed finally. Keywords—MET; comparability; college teaching

Implications of Multiple Test Forms of Chinese Matriculation English Tests