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Abstract Abstract： Based on the structural features of nine senior high school English entrance tests and six National Matriculation English Tests (NMETs), and referring to Language Test Usefulness Framework put forward by Bachman & Palmer (1996), this paper makes an analysis of the problems existing in these two tests. The results show that the design of these tests is still based on traditional testing models, identifying language ability with language knowledge and language skills, focusing largely on lower level thinking skills in measurement objectives, and designing unreasonable tasks. We suggest that the design of the tests be improved according to the characteristics of actual language use, and Assessment Use Argument Framework be adopted to justify the design and use of these tests with a view to guaranteeing their quality. From the perspective of foreign language education studies (FLES), we should improve foreign language teachers and test developers’ assessment literacy.
Key words: senior high school English entrance tests; National Matriculation English Tests；Language Test Usefulness Framework; Assessment Use Argument Framework; foreign language education studies (FLES)
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