Evaluation of Science Teachers’ Qualification and Knowledge in Test Construction Procedures at Senior Secondary Education Level in Plateau State, Nigeria

The study examined science teachers’ qualification and knowledge in test construction procedures at senior secondary education level in Plateau state, Nigeria. The research was guided with five research questions and three hypotheses. The study adopted a descriptive survey research design. The population of the study consisted of all students from public and private secondary schools in Plateau state, Nigeria. A sample of 450 respondents was selected using the stratified sampling technique such that thirty (30) schools were selected from each of the Senatorial Zones of plateau state, giving a total of ninety (90) schools. Only science teachers were drawn for the purpose of this research. Data for the study was collected using a self-designed questionnaire by the researchers and validated by three experts in test and measurement. The reliability coefficient of 0.77 was obtained using Cronbach Alpha Method. The data collected were analyzed using mean score to provide answer the research questions, while ANOVA and t-test of independent sample were used to test the hypotheses at 0.05 level of significance. The results revealed that science teachers have knowledge of test construction but inadequately employing the test construction procedures in the construction of teacher-made achievement test. The study also found that qualification and years of teaching experiences have impact on the knowledge of test construction procedures. However, gender is not significant in the knowledge and procedures employed in construction of classroom achievement test. Recommendations were made for policymakers, educational administrators, and teacher training institutions to address some of the inadequacies to promote quality science education in Plateau State.