Content validity of teachers’ made english tests: a case study in SMA Antartika Sidoarjo

There is one important role in the teaching learning process, for example, through a test in the classroom. It functions not only to evaluate or know students’ progress of the learnt materials but also to reflect on teachers’ performance. One of the purposes of a good test is to provide clear information of the strength and weaknesses of the test. Content validity is one of the criteria to know whether the test is good or not. The aim of this study is to analyze the content validity of teachers’ tests: both midterm and final tests. To understand this issue, this study analyzed midterm and final tests which contain 30 questions. The finding showed that the questions in midterm and final tests have good content validity, means that midterm and final tests have appropriateness with the indicator and basic competence in the syllabus. The questions raised have (basic competence, indicators and materials described) in the syllabus. The finding implies that in constructing a test, it is important for teachers to consider the competences and indicators described in the syllabus as what they teach follow the syllabus, for students they can easily answer tests because tests are valid based on the syllabus. But, teachers have authority to select any text and use materials from the internet but they have to consider the syllabus.