Evaluating The Appropriateness of Test Items and Types to EFL Syllabus and Classroom

Abstract

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