Used to say that a test is acceptable to a learner, in that it meets the learner's expectations of what a test should be like.

Used to say that a test is acceptable to a learner, in that it meets the learner's expectations of what a test should be like.

• A. Face Validity
• B. Display Questions
• C. Phonology
• D. Notional Syllabus

Answer: (A)

The main idea here is whether a test feels appropriate to learners—that is, does it look like what a test should be in terms of purpose, format, and fairness from the learner’s perspective. This is exactly what face validity measures: how acceptable and plausible a test seems to those taking it. When learners see tasks and a structure that align with what they were told to expect, they perceive the test as fitting and reasonable, which is what face validity captures. It doesn’t guarantee that the test truly measures what it’s intended to measure (that’s a separate concern like content or construct validity), but it explains why learners feel the test is acceptable. The other terms don’t describe this perception of acceptability: display questions is about presentation, phonology is about sound systems, and notional syllabus is a way of organizing content, not about learners’ view of the test itself.