ABSTRACT There has been a steady interest in investigating the validity of language tests in the last decades. Despite numerous studies on construct validity in language testing, there are not many studies examining the construct validity of a reading test. This paper reports on a study that explored the construct validity of the English reading test in the Nepalese school leaving examination. Eight students were asked to take the test and think-aloud, followed by retrospective interviews. Additionally, seven experts were asked to make judgments regarding the skills tested by the test. The findings provide grounded insights into students’ response behaviors prompted by the reading tasks, and indicate some threats to the construct validity of the test. Additionally, the study reports a low level of agreement among the experts, and a big gap between the skills used by the students and the skills that the experts thought were being examined by the test.

中文翻译：

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建构尼泊尔学校的英语阅读测验的有效性

摘要在过去的几十年中，一直有研究语言测试的有效性的兴趣。尽管对语言测试中的结构效度进行了大量研究，但很少有研究检查阅读测试的结构效度。本文报道了一项研究，探讨了尼泊尔学校毕业考试中英语阅读测试的结构效度。要求八名学生参加考试和思考，然后进行回顾性访谈。此外，还要求七名专家对测试所测试的技能做出判断。研究结果为阅读任务所提示的学生反应行为提供了扎实的见解，并指出了对测试结构有效性的一些威胁。此外，该研究报告专家之间的共识程度很低，