Abstract:
The purpose of this study was to analyze the content validity of teachers-made test in English
language assessment if it represented the content coverage stated in grade 11 textbooks. To
attain this objective, descriptive research design was used. To analyze the data, the researcher
used mixed method research approach. The required data for the study were collected using
content analysis, questionnaire and interview. To check the data obtained from the document
analysis, questionnaire and interview held with 5 English language teachers. 125 grade 11
students from 720 total populations were selected using simple random lottery sampling
technique and 5 grade 11 Secondary school English language teachers were selected as the
subjects of this study. The periods allotted to the content areas of the textbook and the
frequencies of the contents of the sample tests, were analyzed in figures and percentages. Then,
the magnitude of the relationship between the period allotment for the coefficient areas in the
text book and the contents of the sample test items were determined by using the Spearman's
Rank Order Correlation Coefficient. Percentages and qualitative analyses were also used to
analyze the data from the questionnaire. The findings of the study revealed that the degree of
relationship and strength of association between the contents of textbooks and the sample test
papers were found to be contradictory and have weak strength of association as the computed
spearman’s rank order contingency result of 2014 and 2015 first semester mid and final exam
was determined as 0.28, 0.25, 0.42 and 0.22 respectively. The result of the study generally shows
that the sample tests had problems in adequately sampling from all major content areas of grade
11 textbook. As a result, English language teachers were recommended to prepare valid tests by
setting table of specification and by considering whether the tests are the reflection of the
textbook
