The passage looks to be a part of literary piece and it is written in past tense

Aptitude tests

These tests are used to measure one’s natural ability to learn a new language. Suppose that you have been asked to select a few students to be sent abroad for learning Japanese. How do you select the candidates from your class? It is pointless to give them a test of English because their current level of English language proficiency will not reflect their ability to learn a new language.
There are certain language specific skills such as ability to discriminate sounds, and grammatical sensitivity, which can be effectively tested through an aptitude test. These tests will also measure certain cognitive abilities of the learner such as classification, reasoning out, logical thinking etc.
These tests are not based on a syllabus but they should adequately discriminate candidates. A good aptitude test should predict the future performances of the candidates.

Each testing situation is unique. However, there are different types of tests according to the purpose each test serves. Each type of test has its own unique features.

Chapter 3
Validity
Validity simply means the test paper should measure what it is supposed measure and nothing else. For instance, a reading test paper should measure only the skills concerned with reading and not the general knowledge of the candidates.
The concept ‘Validity’ has several aspects: face validity, content validity, construct validity, concurrent validity, and predictive validity. All these aspects ensure that the test paper measures what it claims to measure. The degree to which each aspect is important depends mainly on the purpose of the test.
This chapter discusses these aspects of validity.
3.1 Face Validity
Face validity is not a scientific concept and therefore, it cannot be judged quantitatively. It is more impressionistic its criterion. It is primarily concerned with the outer appearance of the test paper. There are situations where we comment on test papers by merely looking at them. We sometimes feel that the test paper is too long or sometimes the questions are too difficult or complicated. Some students at the end of the examination comment that ‘The paper this year is bad’. These comments, though they are not based on any principle, are related to the face validity of the test paper.
The testers, candidates, administrators, educationists and other concerned individuals should feel that the test paper is ‘alright’ according to their personal judgment. The following comments about one test paper indicates that the test paper lacks face validity.

1. 
   A teacher: It seems that some questions are too long. Some are not directly based on the syllabus.
   
2. 
   A student: This year paper is horrible. Time allocated was not sufficient. Some instructions were not clear. Paper was not printed properly. We could not read some parts easily.
   
3. 
   An educationist: I wonder whether the test paper measures what it is supposed to measure. There were questions to test pronunciation but these questions did not require candidates to speak at all.
   
4. 
   An administrator: The paper is too long. From the moment we distributed it there were many complaints from different parties.
   

2.