The purpose of this study was to assess whether or not 'content validity' hadrnbeen achieved between the language contents of the Grades 7 and 8 EnglishrnTextbooks and the 2002 E. C Primary Education Completion English Examinationrnof South Nations, Nationalities and peoples Regional State (SNN, PRS). To thisrneffect, the study set out specifically to (1) determine whether 'the 2002 E.CrnEnglish examination comprises a reasonable representative samples of thernlanguage content areas of the two textbooks. (2) find out the degree of the extentrnof Textbook-Examination relationship (3) examine the allocation of percentages tornthe content areas of the two textbooks.rnDescriptive study was used for it explains the present situation of the problemrnand attempts to measure the problem exists without questioning why it exists.rnThe major data gathering tool employed in this study was 'content analyses. Itrnwas assumed to help get a brief summary of the contents of the textbooks andrnthe exam. This tool was substantiated by unstructured interview which was heldrnwith the test constructors and the director of Teaching-Learning Ass/Core Processrnin South Nations, Nationalities and Peoples Regional State Education Bureaurn(SNNPRSEB).rnThe content validity analysis of the contents of the textbooks and the exam wasrndone by employing different steps. First, contents of the exam and the textbooksrnwere classified into major language content areas. Then, these content areasrnwere analyzed and presented in a summary table, showing the frequencies of therncontent areas both in figures and percentages. After this, the extent ofrnrelationship between frequencies from the analyses of the textbooks andrnfrequencies from the analyses of the examination questions has been determinedrnusing the Sidney Siegel's formula.rnThe results of the study showed that the degree of the extent of relationshiprnbetween the textbook coverage and the examination content areas was found tornbe low since the correlation coefficient between the two observations reads 0.21.rnThe allocation of percentages to content areas was also characterized by arndisproportionate distribution. Besides, the match between the content of therntextbooks and the exam was also distorted because of the inclusion of somerntasks which did not appear in the textbooks. On the basis of the results, it wasrnconcluded. that the exam lacked content validity.