Abstract
This study examines the English section of the university entrance examination in Myanmar in terms of validity, reliability, practicality, and washback. The study highlights the significance of the matriculation examination, evaluates individual test items, and presents the opinions of teachers and students about the test. The results reveal that most of the question items had poor construct and content validity leading to negative backwash with regard to teaching and learning. It concludes with recommendations for exam revisions.
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