Teacher –Made Language Test Planning, Construction, Administration And Scoring In Secondary Schools In Ekiti State.

Abstract

The much emphasis laid on Continuous Assessment (C.A) in the current system of education in Nigeria has made C.A. to be important in the evaluation of students’ performance and even certification. Teachers give one form of test or the other for the continuous assessment exercise. It is therefore important that teacher-made tests are not just means of gathering grades but evidence capturing device that should be carefully designed to ensure high level of validity and reliability. This study therefore investigated how language teachers in secondary schools in Ekiti State plan, construct administer and score their tests. The research design for the study was the descriptive design of the survey type. The population for the study comprised all language teachers that teach English language, Yoruba language, French language and Arabic language in all the secondary schools in Ekiti State. Eighty respondents out of the population were purposively selected as sample for the study. A self-designed questionnaire was the instrument used for the study. The instrument was validated to ensure its face and content validity; it was also subjected to test-re-test reliability which yielded a coefficient value of 0.76 at 0.05 level of significant. Data collected were subjected to descriptive statistics. The result showed that language teachers plan, construct, administer and score their tests well. It was recommended that language teachers should be encouraged to continue to plan, construct and administer their tests well