Comparative Analysis Of The Content Validity Of Reading Comprehension Of NMET And TMET

English is an essential subject in the college entrance examination.English reading comprehension accounts for a large portion of the test paper’s total score,so the quality of the propositions of reading comprehension is crucial.Validity is considered to be one of the important indicators for assessing the quality of test paper propositions.However,in related literature,studies focusing on the validity of reading comprehension of English national test papers and provincial test papers are common.Researches concerning comparisons of the validity of reading comprehension of two test papers are relatively rare.This research is based on Bachman and Palmer’s language test task feature framework,and makes explorations from the perspective of input features and expected answers.With the help of test analysis and other tools,27 reading comprehension and 105 test questions for the National Matriculation English Test and Provincial Matriculation English Test in 2019 was conducted.A comparative analysis was conducted to explore:(1)What are the input futures of the reading comprehension test for the NMET and PMET in 2019?(2)What are the characteristics of the expected answers in the reading comprehension test for the NMET and PMET in 2019?(3)What aspects of the design of the reading comprehension test for the NMET and PMET need to be improved?This study finds that in terms of input features and expected answers,the reading comprehension of NMET and PMET meets the requirements of the Teaching Syllabus and the Examination Syllabus;both volumes have their own characteristics and advantages and both have high content validity.There is a gap between the two volumes in the design of test questions for reading comprehension and the requirements of the Curriculum Standards and Teaching Syllabus.The main manifestations are: the length of some provincial test papers is too long;the proportion of reading genre arrangements is somewhat unbalanced;the sequence of the reading passages did not strictly follow the order from easy to difficult;the design of the question types was not diverse enough.It is hoped that the research will bring some insights for the test writers and the test paper users.