cademic Leaders’ Knowledge and Practice of Item AnalysisUsing Learning Management Systems to Enhance Item Quality, Learning and Teaching at Universities

Recognizing the pivotal impact of assessment quality on student success and instructional effectiveness, this study underscores the importance of refining item analysis practices within the context of higher education. The main objective of this study was to critically assess academic leaders' knowledge and practices related to utilizing the learning management system (LMS) for item analysis while identifying the facilitators and barriers that influence their ability to improve assessment quality at Debre Berhan University. A descriptive survey was conducted involving 26 academic leaders at the department level and four coordinators at the University level, revealing significant gaps in training and familiarity with item analysis techniques. Data were analyzed quantitatively and qualitatively to assess the frequency of item analysis practices and the perceived facilitators and barriers to utilizing LMS for effective item evaluation. Findings indicated a widespread lack of training, inconsistent application of item analysis principles, and underutilization of LMS features. Results pointed toward the substantial need for institutional support, professional development, and strategic implementation of assessment practices to enhance educational outcomes. In conclusion, while affirming existing research, unveils significant areas for development and further investigation, ultimately advocating for the University to proactively leverage actionable recommendations, particularly regarding LMS-based item analysis, to empower its academic leaders and demonstrably improve assessment practices, learning outcomes, and the overall quality of education. It was recommended that academic leaders engage in continuous professional development with a specific focus on item analysis and the effective utilization of LMS.