Determining Lecturers’ Test Scoring Knowledgeby Level of Working Experience: A Case Studyof Tertiary Institutions in Zamfara State

Authors

  • Bashir USMAN Author
  • Ocheola INNOCENT EWAOCHE Author

Keywords:

Test Scoring Knowledge, lecturers Level of working experience

Abstract

This paper assessed test scoring knowledge oftertiary institution lecturers in Zamfara State. It determined the proportion of low experience, quite experience, average experience and high experience lecturers with high, average and low scoring knowledge. It also finds out whether significant differences exist in lecturers’ tests scoring knowledge by level of working experience. The paper answered one research question and tested one hypothesis at 0.05 level of significance. Population of this study consists of 300 lecturers in Zamfara State that were sampled through multi stage cluster sampling. Survey design was employed for the study. Teachers Test Scoring Scale (TTSS) was adopted as instrument of data collection. Similarly, out of 300 instruments administered to lecturers only 289 were retrieved, yielding 96.3% response rate. Analysis of Variance (ANOVA) was used for the analysis of data. The result of the study revealed that tertiary institution lecturers in Zamfara state are knowledgeable of test scoring and that their scoring knowledge does not differ significantly by level of working experience. The study recommended in-service training, workshop, monitoring of assessment from test construction, administration to test scoring. It also recommended creation of assessment policy such as preparing marking scheme in tertiary institution.

Downloads

Download data is not yet available.

References

Abdullahi, M. (2014). Evaluation ofSecondary School Teachers Knowledge on Test Scoring in some Selected Local Government ofZamfara State. Federal College of Educatio for n (Technical), Gusau.

Abdullrashid, M. (2012). An Investigation of Teachers ’Skills on Test Scoring Among Secondary School Teachers in Four Selected Educational Zone in Kwara State: Unpublished Dissertation Submitted to University of Ibadan.

Ado, A. B., (2016). Classical Test Theory: An Introduction to Linear Modeling Approach to Test Items Analysis. Inter­ national Journal for Social Studies. 2(09), 27-32.

Alkharusi, H., Aldhafari, S., Alnabhani, H. and Alkalbani, M. (2012). Educational Assessment Attitude, Competence, Knowledge and Practice: An Exploratory Research ofMusical Teachers in Sultanet ofOman. Journal of Educational Learning. 01(02), 217-232.

Anikweze, C. (2012). Measurement and Evaluation for Teachers in Education. (2nd Ed.). Constellation Nigeria Pub­

lishers.

Bello, S.K. (2018). Assessment ofEssay Test Scoring Knowledge Among Senior Secondary School Teachers in Gwarco Education Zone, Kano State.

Benzehap, B. (2017). Exploring Teachers'Assessment Practice and Skills. International Journal ofAssessment Tools in Education. 4(1), 1-18. Retrieved from http://www.ijate.net.

Bichi, M. Y. (2002). Measurement and Evaluation in Education. Kano: Debis-co press and publishing company Ltd, Kano.

Bloxham, S., Boyd, P. (2007). Developing Effective Assessment in Higher Education, aPractical Guide. Mainden- head: Open University Press.

Cohen, L., Manion, L. and Morrison, K. (2007). Research Method in Education. USA and Canada: Routledge Taylor and Frances Group.

Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational Reasearch Competencefor Analysis and Application (9th Ed). New Jersy. Pearson Education Ltd.

Hamman-tukur, A. & Hamafyelto, S. S. (2015). Assessment of Teachers Competence in Test Construction and Content Validity of Teachers Made Examination Questions in Commerce in Borno State. Journal ofAfrican Educa­

tional Research Network. 5(5), 123-128. Retrieve from https://doi.Org/10.5923/j.edu.20150505.01 Jo-Tisi, Whitehouse, G. Moughan, S. and Burdett, N. (2013). A Review ofLiterature onMarking Reliability. Oxford:

Published by The Office of Qualification andExamination Regulation.

Koloi-Keaikitse, S. (2012). Classroom assessment practice: A survey ofBostwanaprimary and secondary school teachers. (Phd Dissertation, Ball State University Munche, Indiana). Retrieved from ProQuest Dissertation and Theses.

Masayile, Q., Nyoni, T., Nyoni, M., Bonga, W. G. and Musisiyani, B. J. (2017). An Evaluation ofCommerce at Ordi­ nary Level. A Case Study ofFive Secondary Schools in Chiefs Sayi and Jiri Areas in Gokwe South District, Midlands, Zimbabwe. Dynamic Research Journals (DRJ). ^2(6), 01-11.

McMorrish, R. F. & Boothnoyd, B. A. (2013). An Analysis of Teachers Performance on Scoring Classroom Test in Science and Mathematics. Unpublished masters Dissertation Submitted to Enugu State University of Science and Technology.

National Teachers Institute, (NTI, 2000). Educational Measurement and Evaluation III. National Certificate in Educa­ tion. Course on Education Year 3, Module 3. Published by NTI, Kaduna.

Osuji, U.S.A., Okonkwo, C. A., Nnachi, R. O. (2006). EDU 726: Measurement and Evaluation. Lagos: School of Education, National Open University of Nigeria.

Romanus, U. E. (2013) Climate Change as a Factor in the Universal Basic Education Program for Quality Assurance and Standard in Anambra State. PhD Thesis, Submitted to University of Nigeria, Nsukka.

Sani, M. S. (2014) Assessment ofSenior Secondary Teachers ’Knowledge ofTest Scoring Strategies in Kano Munici­ pal Education Zone, Kano State.

Sadler, D.R. (2009). Grade Integrity and the Representation ofAcademic Achievement. Studies in higher education.

34. P.807-826.

Sidhu K. S. (2005). New Approaches to Measurement and Evaluation. New Delhi: Sterling Publishers PVT limited.

Downloads

Published

2023-07-01

Issue

Vol. 3 No. 2 (2023): International Journal Of Teacher Education And Teaching July 2023

Section

Research Articles

License

Copyright (c) 2023 International Journal Of Teacher Education & Teaching

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

  • Copyright Ownership
    All content published in this journal, including articles, images, and other materials, is the exclusive property of the journal. Authors transfer the copyright to the journal upon acceptance for publication.

  • Usage Rights
    The journal holds the rights to publish, reproduce, distribute, and archive all accepted works in any format or medium. Authors may share their published work for non-commercial purposes with proper acknowledgment of the journal as the original publisher.

  • Open Access Policy
    Articles are made available for reading and downloading for educational and research purposes. Any commercial use or reproduction requires prior written permission from the journal.

  • Restrictions
    Users may not alter, sell, or republish the content without formal authorization from the journal.

  • Third-Party Content
    Any material not owned by the journal is clearly identified, and separate permissions may be required for its use.

  • Disclaimer
    While every effort is made to ensure accuracy, the journal is not liable for any misuse, errors, or omissions in published content. Authors are responsible for the originality and authenticity of their submissions.