int. j. assess. tools educ. International Journal of Assessment Tools in Education 2148-7456 İzzet KARA 10.21449/ijate.481164 Studies on Education Eğitim Üzerine Çalışmalar Teachers’ Test Construction Skills in Senior High Schools in Ghana: Document Analysis Teachers’ Test Construction Skills in Senior High Schools in Ghana: Document Analysis Quansah Frank University of Cape Coast Amoako İsaac University of Cape Coast Ankomah Francis University of Cape Coast 03 21 2019 6 1 1 8 08 31 2018 11 09 2018 Copyright © 2014, International Journal of Assessment Tools in Education 2014 International Journal of Assessment Tools in Education

Assessment, specifically test construction, forms a critical part of the teaching and learning process. This aspect of teachers’ responsibility has been questioned by several authorities in contemporary times. The study explored the test construction skills of Senior High Schools (SHS) teachers in the Cape Coast Metropolis. Using a qualitative document analysis, samples of End-of-Term Examination papers in Integrated Science, Core Mathematics and Social Studies in three selected SHS in the Cape Coast Metropolis were randomly (Lottery method) selected. The assessment tasks on the sampled instruments were critically examined by experts in the area of Educational Measurement and Evaluation. The results revealed that the teachers have limited skills in the construction of end-of-term examination. This was evident as issues were found with the content representativeness and relevance of the test, reliability, and fairness of the assessment tasks which were evaluated. It was recommended that head teachers should take up the challenge of inviting resource persons from recognised academic institutions to organise workshops for teachers on a regular basis to sharpen their skills on effective test construction practices.

Assessment, specifically test construction,forms a critical part of the teaching and learning process. This aspect ofteachers’ responsibility has been questioned by several authorities incontemporary times. The study explored the test construction skills of SeniorHigh Schools (SHS) teachers in the Cape Coast Metropolis. Using a qualitativedocument analysis, samples of End-of-Term Examination papers in IntegratedScience, Core Mathematics and Social Studies in three selected SHS in the CapeCoast Metropolis were randomly (Lottery method) selected. The assessment taskson the sampled instruments were critically examined by experts in the area ofEducational Measurement and Evaluation. The results revealed that the teachershave limited skills in the construction of end-of-term examination. This wasevident as issues were found with the content representativeness and relevanceof the test, reliability, and fairness of the assessment tasks which wereevaluated. It was recommended that head teachers should take up the challengeof inviting resource persons from recognised academic institutions to organiseworkshops for teachers on a regular basis to sharpen their skills on effectivetest construction practices.

 Content relevance Reliability Validity Representativeness Test specification Content relevance Reliability Validity Representativeness Test specification Allen, M. J., & Yen, W. M. (2002). Introduction to measurement theory. Illinois: Waveland Press. Amedahe, F. K. (1989). Testing practices in secondary schools in the Central Region of Ghana. Unpublished Master’s thesis, University of Cape Coast, Cape Coast. Amedahe, F. K., & Asamoah-Gyimah, E. (2016). Introduction to measurement and evaluation. Cape Coast: University of Cape Coast Press. Corbin, J., & Straus, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage. Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). London: SAGE Publication Inc. Crocker, L., & Algina, J. (2008). Introduction to classical and modern test theory. Ohio: Cengage Learning Press. Curriculum Research and Development Division (CRDD). (1999). Investigation into student assessment procedures in public Junior Secondary Schools in Ghana. Accra: Ghana Education Service. Ebinye, P. O. (2001). Problems of testing under the continuous assessment programme. J. Qual. Educ., 4(1), 12-19. Etsey, Y. K. A. (2003). Pre-service teacher’s knowledge of continuous assessment techniques in Ghana. Journal of Educational Development and Practice, 1(1), 1-18. Etsey, Y. K. A. (2012). Assessment in education. Cape Coast: University of Cape Coast Press. Hamafyelto, R. S., Hamman-Tukur, A., & Hamafyelto, S. S. (2015). Assessing teacher competence in test construction and content validity of teacher made examination questions in commerce in Borno State, Nigeria. Journal of Education, 5(5), 123-128. Kazuko, J. W. (2010). Japanese high school mathematics teachers’ competence in real world problem solving. Keto Academy of New York and Teachers College Columbia University. Ministry of Education [MOE] (2012). Reports for 2012. Accra: MOE Press. Nitko, J. A. (2001). Educational assessment of students. New Jersey: Prentice Hall. Ololube, N. P. (2008). Evaluation competencies of professional and non-professional teachers in Nigeria. Studies in Educational Evaluation, 34(1), 44-51. Onyechere, I. (2000). New face of examination malpractice among Nigerian youths. The Guardian Newspaper July 16. Quansah, F., & Amoako, I. (2018). Attitude of Senior High School (SHS) teachers towards test construction: Developing and validating a standardised instrument. Research on Humanities and Social Sciences, 8(1), 25-30. Tamakloe, E. K., & Amedahe, F. K. (1996). Principles and methods of teaching. Cantoment: Black Mask.