It should be noted that a feature common to all Cambridge English examinations, irrespective of which skill is being tested, is the inclusion of a variety of task and response types. This is supported by numerous researchers who have made the case that multiple-task tests allow
for a wider range of language to be elicited and so provide more evidence of the underlying
abilities tested, i.e. the construct, and contribute to the exam’s fairness (e.g. ChalhoubDeville
2001).