ENGLISHTEACHERS’ PERCEPTION AND PRACTICE OF PLANNING CLASSROOM TESTS: THE CASE OF THREE SELECTED SCHOOLS IN BOREDA WOREDA

Abstract

This study used exploratory or secondary research as a reference. The study was conducted using descriptive design. Subjects of the study were twelve English language teachers who were teaching in three different government schools. The researcher used purposive sampling technique and three types of data collecting tools to conduct the study. He used two tools for each of the first two objectives. In the first or teachers’ perception part, the response English Language Teaches made through questionnaire was triangulated against interview. Likewise, in the second or teachers’ practice part the response collected through questionnaire was triangulated against document analysis. The study was conducted using mixed approach. In this research, it was found out that ELT classroom teachers made use of lesson plan in place of test plan to prepare classroom tests. These teachers considered that test plan was a device for novice teachers until they develop experience. As writing a test plan is a major step in classroom test development, ELT classroom teachers have to prepare it before writing new test items. If ELT classroom teachers write test plan correctly, it paves the way for the success of the other steps in testing process. On the other hand, if they fail to prepare test plan, it is likely that the test will not provide valid or reliable information.