Content Validity of EFL Teacher-Made Assessment: The Case of Communicative English Skills Course at Ambo University

  • Motuma Hirpassa Minda
Keywords: Challenges; Content validity; Effect; Strategy; Teacher-made assessment

Abstract

Prompted by increased concerns about the effects of mismatch
between assessments and the teaching materials, this study evaluated the
content validity of teacher-made assessments of Communicative English
Skills Course at Ambo University. To this end, three years (2016, 2017 and
2018) teacher-made assessments and teaching materials of the course were
purposively selected. In addition to the documents, twelve English
language teachers and nine English major students were purposively
included. In the view of a mixed research design, both quantitative and
qualitative data were obtained through document analysis, and teachers and
students interview techniques. The document analysis focused on six
language domains in the course such as writing, listening, reading,
speaking, grammar and vocabulary. The interview focused on the
challenges that the teachers confronted and the strategies they used to
promote the positive effects of content validity of their assessments in the
course. Percentage, Mean Ranking and Pearson Sidney Siegel‟s
Contingency Coefficient were employed to analyze the quantitative data.
The qualitative information was also thematically described. The overall
result of the study showed that the content validity of the teacher-made
assessments was very low (0.211) which in turn reveals negative effects of
the assessments on the teaching-learning process of the course. Complex
components and demanding nature of the course, student character,
constraints and malfunctioned resources as well as teachers‟ behaviour
were the major challenges to properly implement assessment in the course.
Therefore, the solution to the problem lies in bringing about improvement
on these challenges.

Author Biography

Motuma Hirpassa Minda

Ambo University, College of Social Sciences and Humanities, Department of English
Language and Literature, P. O. Box 19

Published
2018-06-06
Section
Articles