Has ETS designed its test based on a flawed construct, or in the words of Moritoshi (2001: 9) has it merely “tended to skirt around the issue”? There is the distinct possibility that in spite of its advertising claims, the test designer has defined the construct of ability in a far narrower sense (i.e. the capacity to study for and pass a specific test), manipulating the construct for “scholastic, economic, and social stratification purposes” (Ross, 2008: 8). Interestingly, the test administrator seems to believe that an element of concurrent validity is sufficient to claim construct validation (Chauncey Group International Ltd., 1998: III-1).