AN EXAMINATION OF TEST CONSTRUCTION AND ADMINISTRATION PRACTICES IN SENIOR SECONDARY SCHOOLS

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AN EXAMINATION OF TEST CONSTRUCTION AND ADMINISTRATION PRACTICES IN SENIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Prior to the introduction of western education in Nigeria, education was mostly informal closely linked to this oral and informal approach was a system of assessment which was based on careful observation. However, with the arrival of western education in Nigeria, two methods of assessments namely: internal and external assessments.

The former was the type of examination or test conducted at the end of every schools term and sometime, every two weeks during the school year. It evaluate the students performance during the conducted, it is generally the result of the end of the sessions examination that is used for valuable judgment on the students performance.

This is also known as the end of the terms examination, this form of assessment is still carried out today in our secondary school s with modification it include “The teacher-made test system”.

The later type of examination which operates in our school system is called the external examinations. It is conducted by external bodies order than those in the (teachers). It is external because no input was made by them in the learning process of the students directly in form of the teaching examples abound today that is junior NECO examination, the abolished common entrance examination and the junior secondary school examination conducted by the state ministry of education for the JS III Students.

These forms of evaluations had its limitation which grossly affected the child’s learning and comprehension process. The system tool recognition of the cognitive domain of learning while neglecting the other two-affective and psychomotor domain. It also had no feed back mechanism that reported on the student’s area of weaknesses. More so, it gave scanty information inform of terminal reports sheets to parents which does not really portray the child’s overall performance and it usually lead to examination malpractice as strong emphasis are laid on the passing to promote.

In view of the above unhealthy and incomplete methods of evaluation and its attendant disadvantages. It became therefore, imperatively necessary to change the practice to one comprehensive, which will tele-guide student’s performances and report back for necessary adjustment during their school year beginning from the formative year, that is entrance into primary down to the end of their school years. One that will take into primary down to end of their school years.

It is with aims that teacher-made test evolved to really bring remedy to the lapses of the former two methods of evaluation. What informed the researcher’s opinion on the topic is to evaluate how well it has fared to realizing the objectives establishing it.

And to know and bring possible remedies to the problems encountered in it’s implementations by secondary school teachers.

It is important, therefore to note that for teacher-made test as a system of evaluation to achieve it’s goals, the teachers must be able to carry out the implementation effectively.

There are loads of works for the teacher in addition of the demand on his time. Despite these heavy responsibilities necessitated by the teaching professions or the teachers; calling the teacher is expected to be physically, mentally, emotionally and professionally prepared to be accepted in operating the system (Greg 1997).

STATEMENT OF THE PROBLEM

Despite the high premium placed on qualitative education, it is unfortunate to note that secondary school teachers find it difficult in the implementation of the programme. Therefore, it is stated that:

The validity of assessment records are often incompre

hensiveable due to difference in school academic standards, enrolments, infrastructure, staffing, facilities and policies.

Teacher-made test tests are not often goal or
objective oriented, due to the limitations of constant validity and test administration procedures.
There is an inadequacy in the availability of standardized instruments used for collating data in teacher-made test tests in secondary school s.
There is a continuous decline in proper documentation and storage of teacher-made test records and related information in most primary institutions.
- PURPOSE OF THE STUDY

The purpose of this study is to find out the problems encountered in the theory and practice of teacher-made test in selected secondary school s programme and make recommendation on how these problems could be overcome at the same time weighing the impact these problems of teacher-made test in teaching in secondary school s.

RESEARCH QUESTIONS

To achieve the aim of this research study a set of research questions were formulated thus stated below:

What other aspect of educational objectives does teacher-made test measure apart from the cognitive domain?
What are the teachers’ perceptions on teacher-made test as a system of evaluation in secondary school ?
What are the remedies to the problems of implementing teacher-made test and what impact will it make on the learning process of the students in the secondary school s?.

HYPOTHESIS

The following hypotheses are formulated to guide the study:

There is a significant difference in the mean score between cognitive domain and other educational objectives.
There is a significant difference in the mean score of teachers perception on teacher-made test in secondary school s.
There is a marked difference in the remedies and impact mean score of teacher-made test on the learning process of the students in the secondary school .

SIGNIFICANCE OF THE STUDY

This research work will be of immense benefit to all stakeholders in the education industry such as:

To students who are the end benefactors of the programme of teacher-made test .
It will help the secondary school teacher to implement the teacher-made test programme effectively.
Government education planning agencies for validation of their training programme.
Promoting a basis for pre-service training programmes for teachers on the need of proper implementation of teacher-made test .
Parents with a view to encourage their wards to take teacher-made test seriously.

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