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Study on Content Validity and Thinking Levels of Reading Comprehension Tests in 2016-2020 Nmet (Volume I)

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DOI: 10.23977/jsoce.2021.030530 | Downloads: 37 | Views: 894


Zhu Zhuo 1, Zhu Xiaodong 1


1 School of Foreign Languages, Gannan Normal University, Ganzhou 341000, Jiangxi, China

Corresponding Author

Zhu Xiaodong


According to Bachman and Palmer's the framework of task characteristics, this paper analyzes the content validity of the English reading comprehension of NMET Volume I from 2016 to 2020 in terms of Characteristics of input and expected response. Based on the classification of thinking level, this article makes a diachronic analysis of the proportion of high-level and low-level thinking in the NMET. The results show that the content validity of the study is fairly high and meets the requirements of the New Curriculum Standard and the Examination Outline. However, there are still some problems, such as text ordering and fewer high-level thinking questions. Based on this, the author combines the Chinese College Entrance Examination Evaluation System with suggestions from three aspects, namely, the proposition designer, senior high school English teachers and students, in order to improve the reading level and thinking ability of students, so that gradually form the core competence of the English subject, and implement the fundamental task of "Cultivating People with Morality" .


National matriculation english test, Reading comprehension, Content validity, Thinking level


Zhu Zhuo, Zhu Xiaodong. Study on Content Validity and Thinking Levels of Reading Comprehension Tests in 2016-2020 Nmet (Volume I). Journal of Sociology and Ethnology (2021) 3: 165-173. DOI:


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