Quality Considerations in the Design of Teacher Licensure Tests in Higher Education: A Case from Novice Biology Teachers in Ethiopia

Abstract

Evaluating the quality of teacher licensing tests is crucial for enhancing the licensing system as well as determining the overall teacher  competence, especially when a written test serves as the sole criterion for granting or denying a license. This study, rooted in classical  test theory principles, sought to offer evidence-based insights into the quality of test items designed for licensing biology teachers in the Ethiopian context. The analysis centred on crucial classical test theory metrics, including the difficulty index, discrimination index, validity,  and distractor efficiency. To accomplish this, response sheets from the 100-item teacher licensing test were gathered from 311 candidates  spanning eight public Ethiopian universities. The analysis honed in on factors such as the difficulty index, discrimination index, and distractor efficiency. Additionally, the internal consistency reliability was assessed using the Kuder-Richardson Formula 20  (KR20). The results of the item analysis revealed that the test items demonstrated a satisfactory level of difficulty and distractor efficiency,  with a reasonable discrimination index. However, the internal consistency reliability for the test did not meet the desired standard. To improve the quality of future tests within the licensing system, the study suggests incorporating various quality assurance  measures including adherence to standardized guidelines of indices. Additionally, further recommendations and implications were  forwarded based on the key findings.