Assessment of Instructional Objectives in Teacher Made Examinations at Woldia College of Teachers Education

Abstract

This study was undertaken to determine the extent to which instructional objectives were measured by departmentalized teacher made final examinations. Teacher-made examinations at Woldia College of Teacher Education weight up to forty (40%) percentage of a student’s grade point average almost for all semester courses. The study used the descriptive research design. The total number of sample test papers (18 in number) taken comprise 50% of the total final departmental examinations given in the semester. As source of data both interview and open-ended type of questionnaire that was developed to analysis exam paper were used. Six department heads were selected and interviewed purposefully. For the analysis purpose, this study mainly used qualitative analysis; simple descriptive statistical analysis that is simple percentage was also used. The major findings of the study were: 1. all sampled final examination papers didn’t measure, synthesis and evaluation and practical skills capabilities of trainees.2. The content validity of sampled examination papers seemed to be low because all instructors didn’t use table of specifications while preparing their final exams. Questions designed for final examinations were not inclusive in terms of assessing from simple to higher order learning outcomes. Based on the above findings, the researcher recommended the following points. Teachers must undergo periodic seminar-workshop on measurement and evaluation with emphasis on test construction, item analysis, test validation and administration to enhance the teachers' capability of producing valid and reliable test.