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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/613

Title: The Content Validity of the Ethiopian General Secondary Education Certificate English Examination
Authors: Nugussie, Tamrat
Advisors: Ato Desalegne Chalichisa
Copyright: 2002
Date Added: 19-Apr-2008
Publisher: Addis Ababa University
Abstract: The purpose of this study is to find out whether the Ethiopian General Secondary Education Certificate (hereafter EGSEC) English Examination ensures the representativeness of content coverage and adequate sampling of the learning outcomes stated in the syllabus. In other words, the study deals with the content validity of the EGSEC English Examination. To this effect, a scientific research procedure of data collection and analysis was used with the help of five judges using relevant instruments. At the start, the judges were selected as preset specific criteria (relevance of the field, B.A.or above and more than five years experience). The judges were trained for a day on the prepared content validity coding forms. A pretest and agreement on the prepared content validity-coding sheets were ascertained together with the researcher and the judges. After consensuses was reached, the judges coded the syllabus objectives first into the taxonomy of educational domains then the cognitive domain categories and the test items (EGSEC) into their respective content areas and cognitive sub-domain categories of the syllabus in one month time. There was successive follow up to the judges. Reliability among the judges was computed using Kendall’s Coefficient of Concordance (W). The significance of W was tested using the critical value of S and compared its association with the observed value of S as noted by Siegal (1956:235-286) at 0.05 levels. Thus, the result showed a statistically significant agreement among the judges. To see the significance association or divergence between the test items and the syllabus, the chi-square statistics was computed and tabulated. The calculated value of chi-square for the test items of cognitive domain were 7.5 and the contents from the period allotted were 109.9. The results were found to be satisfactorily significant at 0.05 level with df = 5 for the cognitive categories of the syllabus and test items. But, on the contrary, the contents of the test items were found to be very divergernt from the contents of the syllabus. And the statistical result showed that the test items of the EGSEC English were not relatively content valid.On the whole, it is concluded that the present test items did not match with the syllabus contents. Therefore, it is recommendation that care must be taken to ensure the content validity before and after the construction of tests. To do this, the table of specification should be prepared according the magnitude of contents and learning outcomes of the syllabus and the examination items be constructed by continually referring to the table of specification.
Description: A Thesis Submitted to the School of Graduate Studies Addis Ababa University In partial Fulfillment of the Requirements for the Degree of Masters In Curriculum and Instruction
URI: http://hdl.handle.net/123456789/613
Appears in:Thesis - Curriculum & Instruction

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