Content Validity Study on Reading Comprehension of PRETCO-B

Since 1998, China's rapid development of higher vocational education. With the revision of \The English test, as an important part of English teaching, directly reflects the teaching reform. Therefore, by evaluating the English test to assess the results of English teaching reform is significant. College English Test (referred PRETCO), dedicated to the vocational college students and adults with high tertiary institutions the voluntary participation of national standardized tests, in 2000 and formally implemented. Development so far, as the exam has more than 20 provinces, municipalities and autonomous regions adopt, is gradually being recognized by society. The exam as \and focus on the latter, practical content about 60%. Because scientific papers design, strict management and fair and reliable examiners score on this exam has become a measure of community colleges and adult vocational tertiary institutions and high level of English language teaching and learning is an important criteria, played a catalytic College English courses in \For college students, with a strong reading skills is an effective way to acquire knowledge and learning sciences have achieved all the key. Thus, in language teaching and learning, reading is a key skill is emphasized. Accordingly, in the large-scale tests, such as college entrance examination, the National College English Test, the national professional level exams in English, reading comprehension part accounts for a large proportion of the College English Test is no exception. For this reason, we need an effective, credible, authentic and actionable reading comprehension tests. In the language tests, to ensure the validity of the test is significant. Taking into account national public examinations - College English Test broad implications, this article College English Test for Class B reading comprehension section as a starting point, a key part of this test for the assessment of content validity, in order to obtain Some of the current college English reading teaching useful insights and questions on the reading comprehension test designed some effective feedback. Thesis papers on text analysis combined with experienced English teacher interviews are discussed from two aspects: the modified Bachman and Palmer test task characteristics proposed framework as a basis for reading material input features such as discourse length of the text, new words, Readability, a critical analysis of themes and genres, etc.; the other hand, the problem that is expected to answer questions on the type and coverage of reading skills of inquiry. The above analysis also combine vocational education in English teaching basic requirements and outline College English Test were compared to assess the past five years, College English Test B grade reading comprehension part of the content validity. In addition, the paper also text analysis results with an experienced English teacher interview results were compared in order to give a more convincing conclusion. The results show that the College English Test for B grade reading comprehension part of the high content validity, textual input features such as a new word, Readability, themes and genres with the \with a very high degree of agreement; reading skills test coverage of the \However, certain aspects such as text length, Readability and reading speed does not meet the \Therefore, the rational design of these aspects can not be ignored. Finally, the paper based on the results in the analysis of the College English Test reading comprehension as well as some of the questions designed to College English reading teaching and learning made a number of recommendations accordingly.