The purpose of this study was to assess if the coverage of English languagerntests administered in Awassa College of Health Sciences (ACHS) fairlyrnrepresent the coverage of the coursebook. Hence, to meet the purpose of thernstudy, English tests for third year students were selected. The main datarnsources, therefore, were the English coursebook for third year students andrnsample test papers administered for the same group of students in thernacademic years 2006-2008. From each year, one progress test and one finalrnclassroom achievement tests were included in the study. Then, the contentsrnof the coursebook and sample test papers were analyzed in order to get thernrequired data for the study. Besides, unstructured interview wasrnadministered to all English language teachers in the college.rnAfter the necessary data had been obtained, Siegelâ€™s formula was used torndetermine the extent to which the two observations (Coursebook and samplerntest contents) are related. The result of the study shows that the content ofrnsample test papers does not adequately represent the coverage of therncoursebook. Some content areas, for example, grammar pronunciation,rnlistening in the coursebook were not proportionally incorporated in thernsample test papers. That is, there was a problem in allocating thernpercentages in tests from each content area in the teaching materialrncoursebook. The degree of relationship between the coursebook and samplerntest papers was found to be 0.13. Thus, it was concluded that Englishrnlanguage tests in Awassa College of Health Sciences were poor at contentrnvalidity since they were unrepresentative.