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inability of this research to provide the actual test scores, which were needed in construct and criterion-referenced validations. The other two facets of validity,
face and content validity, are elaborated in the following part of the chapter.
a. Face Validity
McNamara 2000: 133 defines face validity as a degree of language test acceptability for those who are involved in its designing and use. A language test
is said to be face valid only if it satisfies their expectations. Ingram 1977: 18, as cited by Alderson et al. 1995: 289,
agrees that face validity is “surface credibility or public acceptability”. Heaton 1975: 153 gives an example of face
invalidity, implying that a language test that has been designed mainly for one country may lack face validity if it is administered for other country. A reading
comprehens ion or vocabulary test that contains words such as “typhoon”,
“sampan”, “abacus”, and “chopsticks” may be valid in Hong Kong, but they will appear to be invalid when they are administered in a country in Africa.
Alderson et al. 1995: 173, however, believ e that test takers’ performance
and response to a language test is somehow affected by their consideration on whether or not the test is face valid. Heaton 1975: 153 also put in plain words
that the test takers’ motivation in doing the test is “maintained” if the test fulfills face validity because most test takers will try harder if the test looks good. In
other words, face invalidity of a language test is potential to a certain extent for the test takers’ failure.
Ensuring face validity of a language test is important in view that this validation procedure is one of the major aspects of validity. The procedure of face
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validation “involves an intuitive judgement about the test’s content by people whose judgement is not necessarily expert”, as it is mentioned by Alderson et al.
1995: 289. Alderson et al. 1995: 172 mention that the process of face validation simply deal with how those people comment on the appearance of the
language test, although there may be little attention paid to several test items, instructions, or time allocation. Analyzing face validity of an English language
test is thus an attempt for gathering people’s opinion on whether the test looks
valid as an English test or not.
b. Content Validity
