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

Predictive Validity

Predictive validity means that the test paper should be able to predict the future performance of the candidates. This is an important aspect in aptitude tests, selection tests and placement tests.
Just like in the case of concurrent validity, two tests are conducted to validate the test results of the general test. The difference here is that the standard form of measurement is not done at the same time. This standard test is conducted in the same way described in the above section (d), but it is administered later. If it is a selection test, for example, for selecting individuals for a particular course of study, the standard measurement is done after two months of the commencement of the course.

There are different aspects of validity: face validity, content validity, construct validity, concurrent validity and predictive validity. The degree to which each one is important depends on the purpose of the test.

Chapter 4
Test Scores
When a student says ‘I have got 72 for English this year’, what does it mean? We may say ‘Very good’. But what if all the others have got more than 90 marks in the same test and that we come to know that he is the weakest in the class?
This question requires interpretation from different perspectives, but in general, if we have a raw mark like the above and if we have the marks of all the other students in the same class, these data can be used to interpret the test results.
When we have the marks of all the students of a class, we can calculate the average mark – the mean value – it is the total sum of marks of the class divided by the total number of students.
Consider the following two mean values of the two classes:
Group A: 54.8 Group B: 61.2
Which class is better? On the face of it, you may say Group B is better, but it can be that there were few students in this class who were extremely ‘Good’ and scored marks above 90 but many of the students scored below 40³, whereas all the students in group A scored above 50. Can we say group B is better?
It is in this context that we should consider the measures of central tendency. This chapter presents details of these concepts through interpretation of test results of an oral test and a written test administered to three classes (Group X, Y and Z).