ABSTRACT

	Knowledge of foreign languages provides the individual with an enriched sense of his or her personal identity. In the context of 21st Century Spain, this notion is particularly important, given that more people than ever before are engaged in the formal study of English as a foreign language. Indeed, one consequence of Spain’s recent integration in the Espacio Europeo de Educación Superior (EEES) is that it is now obligatory for undergraduate students to achieve a minimum intermediate level in a foreign language before they can obtain their degree certificate. This thesis will undertake a comprehensive analysis of the issues involved in high-stakes foreign language testing, including task design, validity and reliability. Unlike previous studies, the current project will be comparative, drawing on the parallels and contrasts that exist between the Prueba de Acceso a la Universidad (PAU) and the English A-Level system. In doing so, the flaws in the former may be better illustrated by evaluating the relative successes of the latter. Furthermore, by comparing the nature of the Spanish test with a European equivalent, we may understand the manner in which the PAU can be improved in the future. Therefore, the overarching intention of this study is not simply descriptive, but to propose fundamental (though feasible) modifications to the existing PAU.