ANALYZING THE CONTENT VALIDITY OF TEACHER-MADE ENGLISH EXAMINATION: THE CASE OF SECONDARY SCHOOLS AT LAY ARMACHIHO DISTRICT

Abstract

This study was intended to assess the content validity of teacher-made English examinations of at Lay Armachiho’s district secondary schools, Central Gondar. To this end, the study employed a mixed method design to analyze and interpret the data. The teachers were selected using comprehensive sampling techniques. The data were collected from teacher-made examinations of grade 11 English text book and were analyzed using Sidney Siegel’s formula. Supplemental data were also collected from seven English teachers using interview. Six final examination from the first and second semester of 2020/21 academic year were recruited for analysis. The findings showed that the teacher-made examination does not represent some language domains in textbook. The results also indicated that one topic was over-emphasized, yet others were under-emphasized. Grammar showed domination over the other skills. Conversely, reading, writing, vocabulary and speaking were less represented. Very low correlation between contents of grade11 textbook and teacher made exam papers were observed. Surprisingly, listening skill is totally excluded. Many challenges were reported on the class test including lack of commitment and motivation of teachers, lower efficacy, no refresher on-job training, attitudinal barriers of both teacher and students. To sum up, contents of the sample exam papers do not fairly represent the contents of the textbook. Therefore, English teachers shall use the table of specifications and give reasonable emphasis for all the components of the language domains.