Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence
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-...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-04-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1154592/full |
| _version_ | 1827971808360398848 |
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| author | Prosper Kissi David Baidoo-Anu Eric Anane Ruth Keziah Annan-Brew |
| author_facet | Prosper Kissi David Baidoo-Anu Eric Anane Ruth Keziah Annan-Brew |
| author_sort | Prosper Kissi |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-09T19:14:54Z |
| format | Article |
| id | doaj.art-a18eab9664cb441d9122805dd342d374 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-09T19:14:54Z |
| publishDate | 2023-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-a18eab9664cb441d9122805dd342d3742023-04-06T06:30:17ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-04-01810.3389/feduc.2023.11545921154592Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competenceProsper Kissi0David Baidoo-Anu1Eric Anane2Ruth Keziah Annan-Brew3Directorate of Academic Planning and Quality Assurance, University of Cape Coast, Cape Coast, GhanaFaculty of Education, Queen’s University, Kingston, ON, CanadaInstitute of Education, University of Cape Coast, Cape Coast, GhanaDepartment of Education and Psychology, University of Cape Coast, Cape Coast, GhanaThis 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.https://www.frontiersin.org/articles/10.3389/feduc.2023.1154592/fullassessmenttest constructionMultiple-choice testteachersGhanasenior high schools |
| spellingShingle | Prosper Kissi David Baidoo-Anu Eric Anane Ruth Keziah Annan-Brew Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence Frontiers in Education assessment test construction Multiple-choice test teachers Ghana senior high schools |
| title | Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence |
| title_full | Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence |
| title_fullStr | Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence |
| title_full_unstemmed | Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence |
| title_short | Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence |
| title_sort | teachers test construction competencies in examination oriented educational system exploring teachers multiple choice test construction competence |
| topic | assessment test construction Multiple-choice test teachers Ghana senior high schools |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1154592/full |
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