Assessment of Psychometric Properties of Teacher-made Mathematics Test for Continuous Assessment in Senior Secondary Schools in Nasarawa State

This article assessed the psychometric properties of teacher-made mathematics tests for continuous assessment in senior secondary schools in Nasarawa State. The study adopted descriptive survey research design, two research questions and two corresponding null hypotheses were tested. The study employed simple random sampling to select 396 students (male:198 & female: 198) in SS II as respondents across the three senatorial zones of Nasarawa State during the 2023/2024 academic session. Teachers-made Mathematics Test (TMT) consisted of 30 items constructed by secondary school teachers in various schools in Nasarawa State was used for data collection. The consensus validity rates of three experts on TMT yielded logical index of 0.76. The instrument was trial-tested using three Secondary Schools, from each of the three senatorial zones of Nasarawa State. The split-halve method of calculating reliability was used to calculate the coefficient of internal consistency which gave 0.75. The result shows that the teacher-made mathematics test used for continuous assessment in mathematics for both male and female are moderately difficult, and there is no significant difference in the difficulty indices of teacher-made mathematics test used for continuous assessment as segregated by gender in Nasarawa State. It was recommended that problematic items such as items with ambiguous wording and wrongly keyed should be reviewed to improve the quality of the tests for both male and female students and IRT analysis should be employed by teachers to improve on the poor item analysis of teacher-made mathematics test used for continuous assessment as dichotomized by school locations in Nasarawa State. Keywords: assessment, psychometric, properties, mathematics, teacher-made test.