An Assessment Of The Relationship Between Teacher- Made Classroom Tests And Cognitive Levels Of Learning Objectives Of The Material Concerned

This study aimed at analyzing the relationship between teacher-made classroomrntests of Grade twelve and cognitive levels of leaming objectives of the Englishrnlanguage syllabus of the mentioned Grade level at two randomly selectedrnpreparatory schools in Gullele sub-city of Addis Ababa.rnTo this effect, Grade twelve English language syllabus, teacher-made classroomrntests and English language teachers of this Grade level were used as sources ofrndata. The distribution of cognitive levels both in the syllabus and in sample testrnpapers under each language s kill was analyzed. To supplement the data thatrnwere collected through documents analyses, unstructured interview wasrnIrnadministered to English language teachers. The data obtained through theserntools were analyzed quantitatively and qualitatively. In quantitative analysis,rnSiegel's correlation formula was employed; it was found O.3.It was, thus, evidentrntheit the distribution of the cognitive levels observed in the syllabus was notrnproportionally represented in teacher-made classroom tests. The qualitativernanalysis obtained from teachers' interview also attested the above finding.rnBased on the findings of the study, it is concluded that the relations hip betweenrnclassroom teacher-made tests of Grade twelve and the cognitive levels ofrnleaning objectives of the English language syllabus of the mentioned Gradernlevel was poorly correlated. Hence, recommendations were forwarded.

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