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| dc.contributor.author | Yeshambel, Tadele | |
| dc.date.accessioned | 2017-08-22T10:04:24Z | |
| dc.date.available | 2017-08-22T10:04:24Z | |
| dc.date.issued | 2017-08-22 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7779 | |
| dc.description | Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education in Teaching English as a Foreign Language (TEFL | en_US |
| dc.description.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. | en_US |
| dc.subject | TEFL | en_US |
| dc.title | ANALYSIS OF THE MATCH BETWEEN TEACHER MADE TESTS AND COGNITIVE OBJECTIVES OF THE SYLLABUS AND TEACHERS' ABILITY IN CATEGORIZING TEST OBJECTIVES INTO LEVELS OF COGNITIVE DOMAIN: Three Secondary Schools in Focus | en_US |
| dc.type | Thesis | en_US |
