Abstract:
The purpose of this study was to analyze the match between teacher-made tests and the syllabus of
English for Grade Nine in terms of cognitive levels of objectives at three secondary schools in Bure
district, West Gojjam. Besides, the study was intended to identify teachers' ability in categorizing test
objectives into different levels of cognitive domain. To achieve the purpose of this study, a descriptive
research design was used to examine the relationship between teacher-made tests and cognitive
objectives of the syllabus. In addition, this research design was used to identify teachers' ability in
categorizing test objectives into levels of cognitive domain. Three secondary schools of the study area
were selected on the base of purposive sampling technique. And, the participants of the study were 14
Grade Nine English language teachers in the selected secondary schools; they were selected
comprehensively. The Grade level the study focused was selected by using simple random sampling
technique out of two Grade levels (9 and I 0). To this effect, Grade Nine English language syllabus,
classroom teacher-made tests and English language teachers of this Grade level were used as sources
of data. To collect these data, document analyses were used as instruments. And, to check whether or
not teachers could categorize test objectives into cognitive levels of learning objectives, questionnaire
was also administered to Grade Nine English language teachers in the selected area of the study. The
questionnaire items were closed-ended type; it contained knowledge, comprehension, application,
analysis, synthesis and evaluation levels of cognitive domain as options. The data obtained through
these instruments were analyzed quantitatively. Based on this, the distribution of cognitive domain
both in the syllabus and in the selected test papers under each language skill was analyzed in detail.
In this quantitative analysis, Siegel's correlation formula was employed; it was found 0. 39. Figures
and percentages were also used to analyze the data from the questionnaire that could specify the
ability of teachers in categorizing test objectives into different levels of cognitive domain. The
findings show that the distribution of cognitive levels observed in the syllabus was not proportionally
represented in teacher-made tests. The analysis obtained from teachers' questionnaire also attested
that teachers could not categorize test objectives into levels of cognitive domain. Based on the
findings of the study, it is concluded that the match between teacher-made tests of Grade Nine in the
study area and the syllabus objectives of the mentioned Grade level was poorly correlated, and
teachers were poor in categorizing test objectives into cognitive levels of learning objectives. Hence,
recommendations were forwarded.
