The main objective of this study is to examine whether or not high school Englishrnlanguage tests currently administered in schools adequately represent - both in content andrnin format - the practice exercises contained in the corresponding textbooks.rnSince some research works were conducted concerning the teaching and learningrnactivities of the other grades. for the purpose of this study, grade ten was selected. Thernmain data sources thus were English language textbook and sample test papers of the saidrngrade gathered from different government comprehensive. vocational and senior secondaryrnschools. The contents of l O" grade textbook and those of the English language tests werernanalysed. For the purpose of this study a representative list of content areas was drawnrnup by referring to the instructional material concerned.rnIn order to assess the attitude of teachers and students towards the current 1(Jhrngrade English examinations. questionnaires were administered to those subjects.rnInterviews were also conducted to some subjects for the same purpose. Then, thernSpearman's rank- order correlation coefficient statistical method was used in order torndetermine the degree of the relationship between the frequencies from the analysis of therncontents and formats of the textbook and those from the analysis of the examinationrnquestions.rnThe results of the findings show that the contents of the sample test papersrngenerally correlate with the contents of the textbook. However, in specific terms. therndifferent content areas of the textbook were not proportionally represented in the samplerntest papers. The results of the study have shown that the weighting allocated to thernvarious content areas and skills in the sample test papers fail to adequately mirror that ofrnthe language components and skills of the instructional material.rnillrnRegarding the formats, the two materials (the textbook and the sample test papers)rnwere found to be at variance. In other words, the limited formats employed in the samplernexamination papers seem to fail in enabling candidates to make use of their knowledge ofrnthe English language in the various content areas and skills. On the bases of thesernfindings, it is concluded that the English language examinations currently administered atrnGrade Ten level, relatively speaking, seem to possess low content validity.