ASSESSING TEST CONSTRUCTION KNOWLEDGE OF BASIC SCHOOL TEACHERS IN LOKOJA METROPOLIS, KOGI STATE, NIGERIA

This study assessed test construction knowledge of basic school teachers in Lokoja metropolis in Kogi State, Nigeria. Descriptive survey research design was adopted for this study. All teachers in both public and private basic schools in Lokoja metropolis constituted the population of the study. A sample of 468 teachers in upper basic schools selected using multistage sampling techniques were involved in the study. Teachers’ Test Construction Knowledge Scale (TTCKS) was used as instrument to elicit information from the respondents. Data collected were analyzed with descriptive and inferential statistics. Findings of the study reveal that: “set items relating to knowledge”, “ensure that items cover all the topics taught for the period,” and “prepare a marking scheme while setting the test” as the most common teacher test construction knowledge while “adapt questions from previous tests” was the least common test construction knowledge. It was also revealed that gender, area of specialization, qualification/professionalism and teaching experience do not significantly affect the test construction knowledge. However, results of this study on type of school revealed t-value of 5.285, p<0.05 which indicate that the type of school significantly affects the test construction knowledge. Private school teachers are better. In view of the findings of this study, conclusion was made and it was recommended that conferences/workshops on items construction should be organized to improve teachers' ability on valid test construction.