CONTENT AND STRUCTURAL ANALYSIS OF CLASSROOM TESTS IN GRADES 7-8 ENGLISH

This study aimed to analyze the content and structure of the Grades 7-8 English summative assessments given in SY 2013-2014 in the Divisions of Quezon, Lucena City, and Tayabas City. It employed a combination of quantitative and qualitative approaches to assess how the classroom tests measure the learning competencies specified in the PSSLC. Furthermore, it determined the strengths and weaknesses of the classroom tests in terms of the scoring system, methods of testing, options for multiple choice items and thinking skills used. Results showed that among the learning competencies, grammar, literature and vocabulary development were highly prioritized by the test constructors while listening competency and competencies were the most neglected. All skills in grammar awareness and vocabulary development were covered in varying frequency in the tests. Tests in literature and in reading comprehension required students to use simple recall of facts from texts read. Majority of the questions were objective and recognition type. In general, there was a considerable balance in the use of low and high order thinking skills for grammar tests, oral language fluency, and listening. For both vocabulary development and literature, questions were dominantly among the low order thinking skills. The questions for reading comprehension and writing competency were mostly in the high order thinking skills. It is recommended that ESL or EFL teachers should use a table of test specifications when they construct tests so they may be guided with the competencies and the thinking skills. They should attend seminars and workshops or do readings about construction of multiple-choice items, four levels of comprehension questions for literature and should also update themselves in test construction so they may be able to evaluate and make recommendations about the teachers’ assessment tool.