Abstract:
The purpose of this study was to describe English language Teachers’ implementation of
pedagogical principles in test preparation. Descriptive research design was employed for the
current study. Besides, purposive sampling was used to select sample of teachers. To collect the
necessary data for the study, semi-structured interview for eight teachers and document analysis
were employed. To analyze the collected data, qualitative and quantitative methods of data
analysis were employed. Specifically, while responses obtained from interview was described
and discussed, data collected through document analysis were analyzed using frequency and
percentage to validate and substantiate the data obtained from interview. From the analysis of
data, different findings were obtained. The study revealed that English language teachers have
less awareness of pedagogical principles with there is no pedagogical principle that they
specifically apply in the preparation of language test. In test preparation, teachers give more
attention only to a few of language domains and ignore most of the rests. For that reason, there
is hardly interconnection between the textbook and exams. Teachers found that they construct
exams with irrelevant contents. The study showed that the distracters of the items of the test fit
the principles of test preparation to less extent. Difficulties were also observed in relation to
instruction writing in test and exam preparation.
