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Tests and assessment are necessary for the presentation of the language learners’ competence in the process of learning. This paper discussed and is trying to find out the particularity and characteristics of English teaching at minority regions in consideration of the influencing factors: trilingual teaching, small classes, fewer students. The measurement of constructs of English classroom examination at minority regions is put forward. The techniques used in this paper are trying to keep pace with the advances in psychometric theory and methods. This paper presents an example of applying item response theory to English classroom examinations at minority regions and demonstrates graded response models.

Applying the Item Response Theory to English Classroom Examinations for Ethnic Students