An Investigation Into The Theory-based Validity And Context Validity Of The Essay In National Matriculation English Test In Shandong Province

Much has been done on the validity of academic writing tests at tertiary level, and most of the studies on the writing in National Matriculation English Test (NMET) in China have addressed the strategies to obtain higher scores in writing tests. However, the validation for the essay writing in NMET has seldom been conducted.This study uses a validation framework to validate the essay in NMET in terms of theory-based validity and context validity. The general research question is: To what extent is the essay in NMET in Shandong Province valid in terms of the theory-based- and context validity evidence?In order to answer the above general question, the following research sub-questions will be investigated:What evidence is there that the NMET writing test is valid, in terms of:1) theory-based validity; and2) context validity?942 high school graduating students, randomly selected from six typical high schools in six typical cities of Shandong province, named Linyi, Dongying, Laiwu, Qingdao, Weifang and Ji'nan, participated in this research on June 1st and 2nd, 2007. Data collection includes the use of questionnaires (876 students'response proved valuable) and interview (30 students involved). The data are analyzed using quantitative analysis such as Factor Analysis procedures and Frequencies procedures, and qualitative analysis.The general research findings are:1) the results of factor analysis and the qualitative feedback data of Questionnaire 1 may suggest that sub-processes such as translating, goal setting, reviewing may have more effect on test takers' performance, and generating, organizing, translating and reviewing are the serious weaknesses in students'essay writing process. In this sense, the essay in NMET can be regarded as a test reflecting the writing processes or ability in many aspects;2) the Frequencies analysis and qualitative analysis of Questionnaire 2 and the qualitative analysis of the feedback from the Interview show that the NMET is, in terms of context validity, to some extent, regarded as acceptable. However, efforts are in urgent need to be made to improve the aspects of time constraints and text length, discourse mode, nature of information, content knowledge and functional range, purpose of the test, invigilators, marking criteria, adequate rooms or equipments, appropriate measures for disabled students, and measures to prohibit cheating.Based on the findings, this study puts forward instructive implications and recommendations on the reform and development of testing research and English essay teaching and learning in high schools.