Aseffa, Tilahun (PhD)Abebayehu, Enideg2021-03-092023-11-092021-03-092023-11-092011-06http://etd.aau.edu.et/handle/123456789/25337This 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 I 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.en-USTeacher- Made Classroom TestsCognitive Levels of LearningThesis