ANALYZING CONTENT AND FACE VALIDITY OF ENGLISH FINAL EXAMINATION PREPARED BY DAMBOYA DISTRICT EDUCATION OFFICE: GRADE SEVEN IN FOCUS

Abstract

The main purpose of this study was to analyze content and face validity of English language final examination prepared by Damboya District Education Office for grade seven students. To this end, a descriptive survey design and mixed approach were employed. The quantitative data were gathered by analyzing contents of grade 7 English student’s textbook/syllabi and sample of the examinations, whereas the qualitative data were gathered by interviewing 8 English teachers. Convenient and purposive sampling techniques were used for select samples the study. Quantitative data were analyzed by using chi-square test of independence to examine the relationship between the textbook/syllabi and the examinations, and the strength of association between them was analyzed by using Siegel`s Contingency of Coefficient. Besides, items of the examinations were evaluated by using the checklist adapted based on the principles of test items construction. On the other hand, qualitative data were analyzed thematically. The findings of the study revealed that the examinations did not sufficiently represent contents of the textbook/syllabi. The grammar and vocabulary dominated, speaking and writing were weakly represented, and listening and reading were totally ignored from the examinations. The value of Contingency of Coefficient was found to be 0.431, which indicated that there was weak association between the textbook/syllabi and the examinations. The responses of the interviewee also confirmed these. On the other hand, except some items, majority of the items of the examinations were constructed based on the principles of the test items construction. The examinations were ineffective to measure the objectives of the textbook due to limitations in implementation. Despite of the novelty of evaluating the students consistently, the examinations were found to be weak to achieve the purposes. The teachers who participated in the preparation of the examinations could not fulfill their responsibility to ensure the quality of the examinations. Therefore, it is advised that teachers should use table of specification, analyze the contents and objectives of the textbook and equip themselves before writing the examinations. Education office should arrange different trainings to raise the awareness of the teachers as well.