An Analysis of EFL Teacher-Made Tests

Content Knowledge, Cognitive and Authentic Evidences

  • Rice Pesiwarissa Pattimura University, Indonesia
  • Karolis Anaktototy Pattimura University, Indonesia
  • Hendrik Jacob Maruanaya Pattimura University, Indonesia
DOI: https://doi.org/10.30598/matail.v2i1.5485
Keywords: teacher-made test, EFL learning, content knowledge, cognitive, authentic evidence

Abstract

Teacher-made tests became a common practice in school to assess the students’ mastery of the content knowledge and skills.  In the development of the test, multiple-choice test form is frequently a preferred option among the teacher. This study examines the content knowledge, cognitive and authentic evidence of teacher-made multiple-choice tests in EFL learning context in Junior High school. The English midterm-test document for grade 7 as the source of data. The test consists of 25 multiple choice items. The analysis showed that test items functioned primarily at the content knowledge of linguistic competence (52%), discourse competence (24%), and interactional competence (24%). The cognitive functioning level is C1 (4%), C2 (32%), C3 (32%) and C4 (32%), while the authentic functioning level is 16%. However, there are 84% items that are considered less authentic with the result of the analysis showing the mean score of the raters is 2.69. Regarding the findings of this study, the teacher needs to develop the authentic tasks in the test.

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Published
2021-12-21
How to Cite
Pesiwarissa, R., Anaktototy, K., & Maruanaya, H. (2021). An Analysis of EFL Teacher-Made Tests. MATAI: International Journal of Language Education, 2(1), 1-13. https://doi.org/10.30598/matail.v2i1.5485
Issue
Vol 2 No 1 (2021): MATAI International Journal of Language Education
Section
Articles

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