Multiple-choice Construction Competencies and Items Quality: Evidence from selected Senior High School Subject Teachers in Kosofe Local Government Area, Lagos State, Nigeria

Abstract

This study investigated the relationship between between senior high school subject teachers' competencies in constructing multiple- choice tests and the resultant quality of test items in Kosofe Local Government Area of Lagos State. The research examined the characteristics of each test item, focusing on the difficulty index and the discrimination index. Employing a descriptive-correlative  research design, the study sampled five senior secondary schools in Kosofe Local Government Area using simple random sampling technique. Data collection involved a questionnaire named Teachers' Multiple-Choice Test Construction Competence Questionnaire  (TTCCQ-MC) which comprised twenty statements. The study sample were randomly selected among the teachers in the twentyfive senior  secondary schools that participated. The statistical tools used for analyses included mean, standard deviation, correlation, and multiple  regression to address the research questions and hypotheses. Findings indicated a lack of statistically significant correlation between  teachers' test construction competencies and the quality of multiplechoice test items. This suggested that there were potential  inadequacies in the attention given by teachers to ensure item quality, leading to the presence of problematic items that may  compromise overall assessment validity. The study concludes by emphasizing the critical role of test construction competencies in  upholding assessment quality. It recommends collaborative efforts among teachers, adherence to standardized guidelines, solicitation of  student feedback, and ongoing research and innovation to enhance multiple-choice test construction practices and elevate educational  assessments.