also leans towards high content val

also leans towards high content validity. Teachers and candidates alike thought that the content was relevant to target language activities, but some felt that the writing and some reading tasks were maybe too general. Whilst generating and collating information on content validity is deemed useful, it is however not necessarily a sufficient way of validating a test (O’Sullivan et al. 2002: 38), especially when the evidence presented is researched by those responsible for the construction and distribution of the test. However, clearly, this is not an accurate or objective indicator of face validity.