Abstract
Adopting validity frameworks guarantees more valid and reliable tests with more systematic decisions. It is insufficient considering just the test design and test setters; there is a need to consider the cognitive process that second language learners undergo to comprehend a test task. Hence, the purpose of this paper is to highlight using Weir’s socio-cognitive framework (2005) for validating the ESP reading test. Data collection and analysis were conducted according to the validity components, and all findings were systematically reported. Data gathered sheds light on the test’s problematic areas such as test format, content and other administrative and security issues.