English Language Teachers’ Implementation Of Pedagogical Principles In Test Preparation: Liben Mecha And Awaro Secondary Schools Grade 10 In Focus

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.