The purpose of this study was to assess the content validity of Grade 9 English language teachermadernclassroom tests offour government secondary schools at BahirDar.rnFor this purpose, the time allotted for the different content areas of the textbook, one progressrnand one achievement tests of the four sample schools clnd test formats of the textbook and thernsample tests were used as main data sources. To supplement the data that were obtained fromrnthe above sources, questionnaires were also administered to Grade 9.English language teachersrnand their students. The time coverage for theÂ·different content areas of the textbook was allottedrnbyfour experienced English language teachers of Grade 9. Thefrequencies of the contents of thernsample test items were analyzed under the main content areas. The test formats of the textbookrnand sample tests were analyzed by counting frequencies. Questionnaires were also used to assessrnthe teachers' opinions about the representativeness of the classroom tests. To crosscheckrnteachers'responses, questionnaires were also administered to students.rnThe collected data were analyzed quantitatively and qualitatively. The time allotted to therncontent areas of the textbook and the frequencies of the contents of the sample tests, and thernfrequencies of the test formats of the textbook and the sample tests were analyzed in figures andrnpercentages. Then, the magnitude of the relationship between the time allotment for thecOIitentrnareas in the text book and the contents of the sample test items, and the formats of the textbookrnand the formalS of the sample test papers were determined by using the Spearman 's Rank OrderrnCorrelation Coefficient. Figures, Percentages and qualitative analyses were also used 10 analyzernthe data Fom the questionnaire.rnThe findings show that the contents of the sample test items generally mainl,ained moderatern(0.48) correlation with the sum of the time allotted to the content areas of the textbook. However,rnin specific terms, the different content areas in the lextbook like listening, writing and vocabularyrnwere not adequately represented in the sample tests. The formats of the sample test papers andrnthe textbook were also poorly (0.1) correlated. The dominant test formats in the textbook werernnot considered in the sample tests.rnBased on the findings, it is concluded that the Grade 9 English language classroom teachermaderntesls relatively lack content validity. Then, recommendations were made according /0 thernfindings.