The tests administered at this level are ‘achievement tests’, designed to measure the extent of learning in a prescribed content domain in accordance with explicitly stated objectives of a learning program. The research questions addressed concern finding out whether the tests are valid in terms of content and construct. In this regard, it is the intent of the present research to investigate the validity of the English language tests employed at the Higher Secondary level in Bangladesh. Arguably, all researches in language testing are in some senses about validity and the process of validation. Validity is considered to be of paramount importance in language testing, and therefore, remains the central concept to all designs and research activities in the field of testing and assessment.
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