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High-stakes tests have an immense washback effect on what students learn and affect the content of student learning. However, if students fail to recognize the abilities that the test developers intend to measure, they are less likely to learn what the test developers wish them to learn. This study aims to investigate test-taker perception of the ability being measured by items (i.e., face validity) in high-stakes tests and examines the extent to which test-taker perception and test developer intention agree.

Test-taker perception of what test items measure: a potential impact of face validity on student learning