Analytic scoring is not a type of scoring used in language testing. Holistic scoring, criterion-referenced scoring, and norm-referenced scoring are all commonly used methods for assessing language proficiency.

Reliability in language testing refers to the consistency and accuracy of the test scores. It is important to ensure that the test is reliable in order to make valid inferences about the language proficiency of the test takers.

Parallel-form reliability is not a type of reliability in language testing. Test-retest reliability, inter-rater reliability, and internal consistency reliability are all commonly used methods for assessing the reliability of a language test.

Validity in language testing refers to the extent to which the test measures what it is supposed to measure. It is important to ensure that the test is valid in order to make accurate inferences about the language proficiency of the test takers.

Face validity is not a type of validity in language testing. Content validity, construct validity, and concurrent validity are all commonly used methods for assessing the validity of a language test.

Holistic scoring is based on the overall impression of the test taker's performance, while analytic scoring is based on the evaluation of specific aspects of the test taker's performance. Holistic scoring is typically more efficient than analytic scoring, but analytic scoring is often considered to be more reliable and valid.

The purpose of using a cut score in language testing is to determine the level of language proficiency required for a particular purpose. For example, a cut score might be used to determine whether a student is eligible for admission to a university or a job.

Norm-referenced scoring compares the test taker's performance to the performance of other test takers, while criterion-referenced scoring compares the test taker's performance to a predetermined standard. Norm-referenced scoring is typically used to make decisions about placement or eligibility, while criterion-referenced scoring is typically used to make decisions about mastery of a particular skill or knowledge.

The purpose of using a rater training program in language testing is to ensure that all raters are using the same scoring criteria. This helps to improve the reliability and validity of the test scores.

Absolute reliability refers to the consistency of the test scores over time, while relative reliability refers to the consistency of the test scores across different raters. Both absolute reliability and relative reliability are important for ensuring the accuracy and fairness of language tests.

The purpose of using a pilot test in language testing is to identify potential problems with the test before it is administered to a large number of test takers. This helps to ensure that the test is reliable, valid, and fair.

A formative assessment is used to provide feedback to the test taker during the learning process, while a summative assessment is used to evaluate the test taker's achievement at the end of the learning process. Both formative assessment and summative assessment are important for effective language teaching and learning.

The purpose of using a standard setting procedure in language testing is to determine the cut score for a particular test. This helps to ensure that the test is fair and accurate.

A test blueprint is a general outline of the content and format of a test, while a table of specifications is a more detailed description of the specific skills and knowledge that will be tested. Both a test blueprint and a table of specifications are important for developing a valid and reliable language test.