Abstract:
Although content validity is the most significant aspects of validity, in the working environment, the exam was non representative. The purpose of this study was to analyze the content validity of English language tests administered in Addis Ababa City administration in three private schools. Hence, to meet the purpose of the study, 2010 E.C Grade Nine first semester English tests, mid exam and final exam were selected. The main data sources, therefore, were the existing English Grade Nine textbook for the students and sample test papers administered for the same group of students in 2010 E.C. From each sample school, class tests, mid exams and final examinations were analyzed as per the allotted times. Then, the contents of the textbook and sample test papers were analyzed in order to get the required data for the study. Besides, semi structured interview and questionnaire were administered to each English language teacher who were teaching in Grade Nine during the first semester, to each sample schools’ English language Department heads and Grade Nine students in the sample schools respectively. The data collected were analyzed both quantitatively and qualitatively. The content areas of the textbook, the allotted time to cover each language area and the frequencies of sample tests were analyzed by employing SPSS, percentages and figures. After the necessary data had been obtained, SPSS and Spearman Correlation Coefficient was used to determine to what extent the textbook and contents of sample tests are related. The results of the study revealed that the content of sample tests did not adequately represent the coverage of the textbook. Some content areas, for example, grammar, speaking, writing and listening, were not proportionally included in the sample test papers. Therefore, there was a problem in allocating the percentages in tests from each content area in the teaching material or course book. The degree of relationship between the textbook and sample test papers was found to be 0.086. Thus, it was concluded that English language tests in the sample schools were very weak at content validity. 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.
