An Assessment of the Relationship Between Teacher- Made Classroom Tests and Cognitive Levels of Learning Objectives of the Material Concerned
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Date
2011-06
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Abstract
This study aimed at analyzing the relationship between teacher-made classroom
tests of Grade twelve and cognitive levels of leaming objectives of the English
language syllabus of the mentioned Grade level at two randomly selected
preparatory schools in Gullele sub-city of Addis Ababa.
To this effect, Grade twelve English language syllabus, teacher-made classroom
tests and English language teachers of this Grade level were used as sources of
data. The distribution of cognitive levels both in the syllabus and in sample test
papers under each language s kill was analyzed. To supplement the data that
were collected through documents analyses, unstructured interview was
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administered to English language teachers. The data obtained through these
tools were analyzed quantitatively and qualitatively. In quantitative analysis,
Siegel's correlation formula was employed; it was found O.3.It was, thus, evident
theit the distribution of the cognitive levels observed in the syllabus was not
proportionally represented in teacher-made classroom tests. The qualitative
analysis obtained from teachers' interview also attested the above finding.
Based on the findings of the study, it is concluded that the relations hip between
classroom teacher-made tests of Grade twelve and the cognitive levels of
leaning objectives of the English language syllabus of the mentioned Grade
level was poorly correlated. Hence, recommendations were forwarded.
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Keywords
Teacher- Made Classroom Tests, Cognitive Levels of Learning