Problematizing Teachers’ Exclusion from Designing Exit Tests

Abstract

This paper investigates teachers’ exclusion from designing exit tests and the justifications of different stakeholders. Teachers and decision-makers can justify exclusion from different perspectives. This small-scale critical exploratory study, which was conducted in a vocational institute in the United Arab Emirates, aims at problematizing the issue of depriving teachers from designing exit tests. It also intends to raise teachers’ awareness about this issue. According to proponents of the critical theory, questioning perpetuated situations and raising others’ awareness about similar experiences can lead to a change in the dominating culture of many workplaces. In this study, the researcher used questionnaires and semi-structured interviews as tools of data collection to problematize this issue and compare the various justifications of the two main stakeholders: Teachers and decision makers. Results of this critical exploratory study showed that most teachers are not allowed to participate in designing exit tests. Results also revealed that most of the excluded teachers are assessment literate, aware of the objectives and principles of testing, which may refute the alleged assumptions about teachers’ incompetence. Moreover, results of the study showed that the impact of the study was immediate as most of the excluded teachers expressed their intention to discuss this issue with decision makers.

Appendices

Appendix 1

Interview prompts

Good morning

• 1. Can you please introduce yourself?

• 2. Do classroom teachers design weekly tests?

• 3. Are classroom teachers involved in designing exit tests?

• 4. Why are classroom teachers excluded from designing exit tests?

• 5. What are your comments about the following results from teachers’ questionnaires?

• 6. Will you reconsider the decision of exclusion?

• 7. Are there any issues you would like to add or talk about?

Thank you.

Appendix 2

Questionnaire

Dear colleagues

I kindly request you to help me by answering the following questions concerning the issue of who should design exit tests. This questionnaire is conducted for the purpose of research as part of my doctoral studies at the University of Exeter. This is not a test so there are no “right” or “wrong” answers and you don’t even have to write your name on it. The outcome of this questionnaire will be used for research purposes. I am interested in your personal opinion. Please give your answers sincerely as only this will guarantee the success of the investigation. I will collect the questionnaires next week. In case you need any help, you can contact me at: damarazak@yahoo.com; Tel: 0551611205

Thank you very much in participation

Section 1: Demographic information

Section 2: Testing and tests’ variables

The purpose of this section is to elicit your perception of testing and the different variables involved/not involved in designing tests. The following are a number of statements with which some people agree and others disagree. I would like you to indicate your opinion after each statement by putting an ‘X’ in the box that best indicates the extent to which you agree or disagree with the statement.

Strongly Disagree (SD)

Disagree (D)

Neutral (N)

Agree (A)

Strongly Agree (SA)

		SD	D	N	A	SA
	Weekly tests
1	Weekly tests can be formative
2	Weekly tests can have an impact on teaching materials
3	Weekly tests can help you modify your teaching materials
4	Weekly tests can have an impact on teaching practices
	Exit tests
5	Exit tests can be formative
6	Exit tests can have an impact on teaching materials
7	Exit tests can help you modify your teaching materials
8	Exit tests can have an impact on teaching practices
	Reliability and validity
9	Teachers should be aware of test purposes (formative or summative)
10	Teachers should test what they teach
11	Teachers should tackle the learning standards while designing tests
12	Items should measure the intended point to be tested
13	Teachers should design reliable tests that enable students to perform regularly if the test is given at different times
14	Teachers should include more test items to supply more reliable scores
15	In designing tests, teachers should provide learners with multiple opportunities to show what they know and can do
	Levels of proficiency
16	While designing tests, teachers should consider the varying levels of proficiency
17	Teachers should design tests according to the level of low performers
18	Teachers should design tests according to the level of high performers
	Tests’ specs
19	Teachers should be aware of the duration of tests.
20	Teachers should be aware of the importance of wording
21	Words in questions should be familiar
22	Test questions should be short
23	Language for directions should be simple
24	Students should be familiar with types of questions
25	Teachers should expose learners to exam question types
26	Teachers should consider content and cultural differences
27	Teachers should consider how tests will be presented (booklets, test papers, lab based)
28	Teachers should consider how students are expected to answer: Answer sheets, writing on test papers, using computers

Section 3: Exit tests

Do you design exit tests?

YES (   )

NO (   )

If your answer is “NO”, respond to the following statements:

		SD	D	N	A	SA
1	You don’t design exit tests because you are not qualified
2	You cannot design exit tests because you did not study techniques of designing tests
3	You don’t design exit tests because you need special training
4	You don’t design exit tests because you have a heavy teaching load
5	You cannot design exit tests because it is time consuming
6	You don’t design exit tests because you cannot be trusted
7	Teachers are not involved in designing exit tests for fear of test leakage
8	You don’t design exit tests because the institute is using a standardized test in the final exams
9	You should design exit tests because you are aware of most of the variables discussed in section 1
10	Classroom teachers should be involved in designing exit tests
11	External test designers should be aware of all the variables discussed in section 1
12	External test designers can design reliable and valid tests without teaching
13	External test designers should consult classroom teachers before designing exit tests

Section 4: Open ended question

Section 5: Future action

Please answer with YES or NO

		Yes	No
	Will you discuss this issue with your supervisor/colleagues?

Thank you very much for devoting time to answer this questionnaire. I will provide you with a brief summary of the findings if you are interested.