The Practice Of English Language Test Items Construction And Administration In Second Cycle Primary Schools

Abstract

The main objective of this study was to analyze the practice of English language test items construction and administration in the second cycle primary schools (Henceforth, SCPS) of Jeju Woreda. To achieve this, the study employed a descriptive survey research design. The samples of the study were selected through the combination of census and simple random sampling techniques. Hence, all English language teachers who were teaching in the SCPSs of the Woreda were selected using census sampling, whereas, eight department heads, eighty-eight grade seven students, thirteen teachers-made English language test papers and seven grade seven English language classes were selected using simple random sampling techniques. The instruments used to collect data were the questionnaire, semi-structured interview, document analysis and observation. The data gathered through closed-ended items were coded, tabulated and analyzed using descriptive statistics such as frequency, mean and standard deviation, whereas, the additional data gained from the open-ended items, semi-structured interview, documents (English language test papers) and English class observations were also coded, categorized and identified thematically in order to approve or disapprove the quantitative data. The result of the study showed that English language teachers were aware of the principles of test items construction and administration with mean 2.84 and 3.08 respectively. Contrary to this, the thematic analysis of the qualitative data showed they developed test items without adequate planning in taking no notice of the principles of test items construction. Hence, the result of document analysis depicted that most English language test papers consisted of ambiguous, incomplete, wrong and biased items, and grammatical, spelling and typing errors. English language test items also focused on structure and vocabulary that ignored other language skills. Moreover, the constructed tests were not administered based on the principles as the data from the class observations showed. Generally, English language teachers didn’t usually apply the principles of English language test items construction and administration although they seemed to know the principles. Based on the findings, it is recommended that English language teachers should take time to prepare test items considering the principles of test items construction. Contextualized training should also be given to English language teachers on how to construct and administer qualified English language tests on the basis of defects they frequently make. Moreover, colleges of teacher training should train teachers on how to construct and administer tests.