Regassa, Taye (PhD)Temesgen, Minwagaw2021-10-222023-11-092021-10-222023-11-092009-06http://etd.aau.edu.et/handle/123456789/28281The purpose of the study was to see if EFL teachers tested a representative sample of the reading sub-skills they believed have been taught in the classroom last semester. The study also tried to find out whether or not there was agreement among EFL teachers on assigning a reading sub-skill to a typical test item. Investigating what test method(s) was/were used was another focus of the research. The study was conducted on the expressed beliefs and actual practices of high school EFL teachers in testing reading skills. 15 EFL teachers from three high schools of East Gojjam Zone, Amhara Region, were taken as subjects of the study. The reading skills test used in the analysis was that of 200 1 E. C., grade 10 first semester. To collect data on teachers' beliefs and actual practices in testing reading skills, a twopart ques tionnaire which contained a list of sub-skills in reading was dispatched to all the 15 Grade 10 EFL teachers. Part one of the questionnaire was used to elicit data whether the teachers taught the reading sub-skills. Part two was used to check if the sub-skills taught were tested representatively in the achievement test of reading teachers constructed last semester. A semi-structured interview was also used to elicit uata to supplement the questionnaire. The data collected through these instruments were analyzed qualitatively, and the findings showed that high school EFL teachers did not test a representative sample of the sub-skills they claimed having taught in the classroom. It was also indicated that the reading sub-skills tested as a whole focused on lower-level ones . Among these lowerlevel sub-skills referencing, vocabulary and explicitly expressed idea were found to dominate the test batteries. EFL teachers also failed to agree in assigning the items which tested the listed sub-skills other than vocabulary and reference. Regarding the test methods teachers used, it was found out that only a single test method-multiplechoice- dominated the whole tests in each of the sample high schools. Finally, based on the findings of the study, conclusions were drawn and recommendations were made.enThesis