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【Abstract】National Matriculation Test （NMT） is of great importance to all of the students in China. Besides， National Matriculation English Test （NMET） plays a vital part in it. So it is necessary and meaningful for us to analise and study Each Item of the National New Curriculum Standard VolumⅠ. The thesis is based on Test 2017 and it will analize its validity.
【Key words】 National Matriculation English Test； validity； each Item
1. Introduction
Testing has a close relationship with teaching. Testing is a direct approach to value teaching methods， and it is also a measurement of students’learning results. Besides these functions， testing also plays a role as a selection method. National Matriculation Test is a typical selection test.
Students and their parents care about the quality of the test papers most. The two most important factors in test quality are test reliability and test validity. Unlike the test of other subjects， English test is a language test. It means that the purpose of language test is whether it can measure testees’real language competence instead of just measuring abstract language knowledge.
National Matriculation English Test （NMET） is used to select suitable candidates for university which is of very high educational value. Thus， it is very important to establish a suitable English Testing System of NMET with fair principles in selection， scientifically designed testing system， and valid and reliable test papers. The analysis and research of English examination paper can not only provide reliable testing items and helpful guide in the testing design to the testing designers and testing givers， but also have significant practical significance in the principle of selection and reliability of the NMET. However， lots of previous studies centered on the contents structure of NMET English examination paper and mono-dimensional assessment.
2. Literature Review
2.1 Definition of Validity
We create language tests in order to measure such essentiallly theoretical consructs as ‘reading ability’， ‘fluency in speaking’， ‘control of grammar’， and so on. For this reason， in recent years the term construct vality has been increasingly used to refer to the general， overarching notion of validity.（Heaton， J. B. 2000）
It is not enough to assert that a test has construct validity； empricial evidence is needed. Such evidence may take several forms， including the subordinate forms of validity， content vality and criterion-related vality. And attempt to show their relevance for the solution of language testing problems. We shall then turn to other forms of evidence. 2.2 The Types of Validity
The validity of a test is the extent to which it measures what it is supposed to measure and nothing else. Every test， whether it be a short， informal classroom test or a public examination， should be as valid as the constructor can make it. （Heaton， J. B. 2000）
The test must aim to provide a true measure of the particular skill which it is intended to measure：to the extent that it measures external knowledge and other skills at the same time， it will not be a valid test. Generally， we evaluate a test’s validity in four aspects， they are construct validity， empirical validity， content validity and face validity.
2.2.1 Construct Validity
If a test has construct validity， it is capable of measuring certain specific characteristic in accordance with a theory of language behavior and learning. This type of validity assumes the existence of certain learning theories or constructs underlying the acquisition of abilities and skills.
2.2.2 Empirical Validity
It is obtained as result of comparing the results of the test with the results of some criterion measure， and it can be divided into two aspects：concurrent validity and predictive validity. The first one refers to the validity obtained by comparing the results of the test with that of another test given roughly at the same time. And the latter refers to the extent to which the results of the test can help to predict the consequent performance of the students.
2.2.3 Content Validity
This kind of validity depends on a careful analysis of the language being tested and of the particular course objectives. The test should be so constructed ad to contain a representative sample of the course， the relationship between the test items and the course objectives always being apparent.
2.2.4 Face Validity
If a test item looks right to other testers， teachers， moderators， and testees， it can be described as having at least face validity.（Heaton， J. B. 2000） Only if the test is examined by other people can some of the absurdities and ambiguities then be discovered. Language tests which have been designed primarily for one country and are adopted by another country may lack face validity.
3. The Types of Test
There are four parts in the National new curriculum standard volumⅠ. The following table shows the structure
part item Test type weighting source
Part 1 1-20 Listening 30 Not textbook Part 2 21-40 Reading comprehension 40 Not textbook
Part 3 41-100 language knowledge application 45 Textbook
【Key words】 National Matriculation English Test； validity； each Item
1. Introduction
Testing has a close relationship with teaching. Testing is a direct approach to value teaching methods， and it is also a measurement of students’learning results. Besides these functions， testing also plays a role as a selection method. National Matriculation Test is a typical selection test.
Students and their parents care about the quality of the test papers most. The two most important factors in test quality are test reliability and test validity. Unlike the test of other subjects， English test is a language test. It means that the purpose of language test is whether it can measure testees’real language competence instead of just measuring abstract language knowledge.
National Matriculation English Test （NMET） is used to select suitable candidates for university which is of very high educational value. Thus， it is very important to establish a suitable English Testing System of NMET with fair principles in selection， scientifically designed testing system， and valid and reliable test papers. The analysis and research of English examination paper can not only provide reliable testing items and helpful guide in the testing design to the testing designers and testing givers， but also have significant practical significance in the principle of selection and reliability of the NMET. However， lots of previous studies centered on the contents structure of NMET English examination paper and mono-dimensional assessment.
2. Literature Review
2.1 Definition of Validity
We create language tests in order to measure such essentiallly theoretical consructs as ‘reading ability’， ‘fluency in speaking’， ‘control of grammar’， and so on. For this reason， in recent years the term construct vality has been increasingly used to refer to the general， overarching notion of validity.（Heaton， J. B. 2000）
It is not enough to assert that a test has construct validity； empricial evidence is needed. Such evidence may take several forms， including the subordinate forms of validity， content vality and criterion-related vality. And attempt to show their relevance for the solution of language testing problems. We shall then turn to other forms of evidence. 2.2 The Types of Validity
The validity of a test is the extent to which it measures what it is supposed to measure and nothing else. Every test， whether it be a short， informal classroom test or a public examination， should be as valid as the constructor can make it. （Heaton， J. B. 2000）
The test must aim to provide a true measure of the particular skill which it is intended to measure：to the extent that it measures external knowledge and other skills at the same time， it will not be a valid test. Generally， we evaluate a test’s validity in four aspects， they are construct validity， empirical validity， content validity and face validity.
2.2.1 Construct Validity
If a test has construct validity， it is capable of measuring certain specific characteristic in accordance with a theory of language behavior and learning. This type of validity assumes the existence of certain learning theories or constructs underlying the acquisition of abilities and skills.
2.2.2 Empirical Validity
It is obtained as result of comparing the results of the test with the results of some criterion measure， and it can be divided into two aspects：concurrent validity and predictive validity. The first one refers to the validity obtained by comparing the results of the test with that of another test given roughly at the same time. And the latter refers to the extent to which the results of the test can help to predict the consequent performance of the students.
2.2.3 Content Validity
This kind of validity depends on a careful analysis of the language being tested and of the particular course objectives. The test should be so constructed ad to contain a representative sample of the course， the relationship between the test items and the course objectives always being apparent.
2.2.4 Face Validity
If a test item looks right to other testers， teachers， moderators， and testees， it can be described as having at least face validity.（Heaton， J. B. 2000） Only if the test is examined by other people can some of the absurdities and ambiguities then be discovered. Language tests which have been designed primarily for one country and are adopted by another country may lack face validity.
3. The Types of Test
There are four parts in the National new curriculum standard volumⅠ. The following table shows the structure
part item Test type weighting source
Part 1 1-20 Listening 30 Not textbook Part 2 21-40 Reading comprehension 40 Not textbook
Part 3 41-100 language knowledge application 45 Textbook