Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence

Frontiers in Education

Education

Ruth Keziah Annan-Brew¹  Prosper Kissi²  David Baidoo-Anu³  Eric Anane⁴ 

[1] Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana;Directorate of Academic Planning and Quality Assurance, University of Cape Coast, Cape Coast, Ghana;Faculty of Education, Queen’s University, Kingston, ON, Canada;Institute of Education, University of Cape Coast, Cape Coast, Ghana;

关键词: assessment;    test construction;    Multiple-choice test;    teachers;    Ghana;    senior high schools;   

DOI  :  10.3389/feduc.2023.1154592

 received in 2023-01-30, accepted in 2023-03-10,  发布年份 2023

来源: Frontiers

【 摘 要 】

This study explored the relationship between multiple choice test construction competence and the quality of multiple-choice tests among senior high school teachers in Ghana. In all, 157 teachers were selected from four senior high schools in the Kwahu-South District. Participants responded to self-designed questionnaire developed to assess teachers’ multiple-choice items construction competencies. A three-factor structure emanated from the exploratory factor analysis on teachers’ multiple choice test construction competence—content validity, item “options” handling, and test items assembling. Teachers in this study perceived more competence in ensuring content validity, followed by test item assembling, and handling of “options” (that is, alternatives) of the test items. The study also found serious problems with copies of multiple-choice items teachers have constructed for the students. Findings from this study provide unique and compelling evidence regarding teachers’ perceived test construction competence and analysis of their multiple-choice tests. Implications for policy and practice are discussed.

【 授权许可】

Unknown   
Copyright © 2023 Kissi, Baidoo-Anu, Anane and Annan-Brew.