Résumé:
This study tackles the relevance of test items to the EFL syllabus and classroom Practices in
Algerian primary schools. More specifically, it aims to examine the alignment of teachers’
test design to syllabus objectives and classroom activities, and whether test items are aligned
with learning objectives and outcomes of EFL syllabus or not. Accordingly, this investigation
employed a qualitative descriptive method to gather relevant data through a well-constructed
observation and a semi-structured interview. The former was conducted in primary
classrooms to find out the various classroom procedures in teaching English. However, the
latter was administered with EFL primary school teachers to inquire about their attitudes
toward the relationship between the EFL syllabus and test types, and how this can affect
students’ learning outcomes. Moreover, EFL tests were analyzed in order to measure the
degree of correspondence between test items, EFL classroom practices and course content.
Correspondingly, the findings showed that Algerian primary school teachers are perfectly
aligning their classroom practices to test items and types and EFL syllabus instructions.
However, policymakers have to consider the teachers 'working conditions due to the decay it
may cause to teachers' pedagogical performance. Hence, a set of recommendations were
introduced as a way to enhance learners’ educational outcomes and encourage the use of
English as an eligible foreign language
