Analysis of content validity of teacher-made tests for physics in Sapele local government area, Delta state Nigeria
Romy O Okoye, Benedicta I Fejokwu, Benedict C Ikeanumba
The new secondary school curriculum in Nigeria has indicated that final assessment and examination at national level should incorporate 40% continuous assessment (CA) from Teacher Made Tests (TMTs). However, little has been researched on the validity of teacher made tests. This study, therefore, assessed comparability of content validity of Teacher Made Tests for Physics in secondary schools in terms of item-syllabus alignment, content representativeness and cognitive functioning levels. To generate data, the study used 30 TMTs for physics for Terms 1, 2 and 3, for the academic year 2019/2020 for SS 2 students from Sapele secondary schools in Sapele LGA of Delta state of Nigeria. The study adopted descriptive survey research design. The study used both qualitative and quantitative methodologies. Subject Matter Experts (SMEs) were used to generate the qualitative data by analysing each test item to a content area and cognitive level, while the quantitative data were analysed using descriptive statistics (Mean). The study found among others that the test items from all the schools were developed from the syllabus. However, content coverage and item cognitive functioning levels varied from one school to another. The study, therefore, recommends that secondary school teachers in Sapele should be trained on the development of standard tests to ensure that the secondary school TMTs are comparable in terms of content representativeness and cognitive functioning levels.
Romy O Okoye, Benedicta I Fejokwu, Benedict C Ikeanumba. Analysis of content validity of teacher-made tests for physics in Sapele local government area, Delta state Nigeria. International Journal of Advanced Education and Research, Volume 6, Issue 6, 2021, Pages 15-19