Although use of high-stakes tests is common across developing societies, very little is known about how these tests are designed, what principles and criteria guide test construction, and what factors influence this process. The present study investigates the development of the English Paper-1 test for the Higher Secondary Certificate examination in Bangladesh, drawing on curriculum policy and test documents, and particularly on the perspectives of test writers and moderators. The findings reveal a range of conservative, compliant and context-responsive approaches that ensure the perpetuation of problematic test design practices and processes. The authors argue that these responses encourage 'ritualistic' design practices which negate concerns about test reliability and validity, and which obscure the basis by which winners and losers are created through the education system. Importantly, social celebration of this ritual does not seem to question the test architecture itself. The article contributes to our understanding of testing across societies.