| المستخلص: |
This study aimed at investigating whether the tests constructed by the teachers of the third intermediate in Al- Ehsa' Directorate of Education cover the language components enclosed with the teacher's book in terms of structure, function, vocabulary, attitudes and values. The study attempted to answer the following questions: 1- To what extent do EFL teachers cover the language components in writing their test items? 2- Do the EFL teachers’ tests vary with respect to sex and experience variables? The population of the study consisted of all the teachers of the third intermediate in Al- Ehsa' Directorate of Education during the first semester of the academic year 2013/2014. The teachers had the same social background but differ in experience. The sample of the study consisted of forty tests written by forty teachers who are B.A holders (n=20 males and 20 females) in forty schools in Ehsa’ Directorate of Education. They all teach the third intermediate grade. To achieve the objectives of this study, the researcher developed a model (Appendix A) to measure the four language components included in the tests (function, structure, vocabulary and attitudes and values) available in the teacher’s book. The researcher used means and percentages to answer the first question and used ANOVA test to answer the second question. The findings of the study were as follows: 1- Teachers cover only 16% of the language functions, 34% of the language structures, 16% of the values and attitudes and 37% of the vocabulary items. These results compared with those of the supervisors’, are below the average of acceptability. 2- Teachers constructed more comprehensive test items on structures and vocabulary than the functions, attitudes and values. 3- There are statistically significant differences among teachers due to experience in favor of long experience. 4- There are statistically significant differences among teachers due to sex in favor of male teachers. 5- There are statistically significant differences among female teachers due to experience in favor of long experience. 6- There are no statistically significant differences among male teachers due to experience. The study recommended the following: 1- EFL teachers are recommended to vary their tests items to meet a balanced weight of language components. 2- EFL teachers are recommended to make a comprehensive content analysis before constructing their tests items. 3- Supervisors are advised to share their teachers in writing tests items. 4- The Ministry of Education is advised to build sample tests and provide teachers with them. 5- The Ministry of Education is recommended to start a training programme the aim of which is to train teachers how to build a comprehensive, authentic and valid test. 6- Further studies should be conducted on testing speaking, and listening in schools all over the country.
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