Assessment of Test Construction Knowledge and Competency Among Senior Secondary School Teachers of Mathematics in Gombe State

Abstract

This study investigated the knowledge and competency of senior secondary school teachers of mathematics in test construction in Gombe State, Nigeria. Specifically, this study explored the relationship and difference between test construction knowledge and competency of teachers. The study adopted a descriptive survey research design, targeting the entire population of 212 mathematics teachers in public senior secondary schools. Data were collected using Mathematics Teachers Test Construction Knowledge and Competency Scale (MTTCKCS), which was validated for content and face validity and demonstrated acceptable reliability (Cronbach's alpha: 0.825 for knowledge, 0.690 for competency, and 0.624 overall). Descriptive and inferential statistics, t-tests, and correlation analysis were employed to answer the research questions and test the hypotheses at a 0.05 level of significance. The findings revealed differences in test construction knowledge and competency were observed between teachers in rural and urban schools, with knowledge tending to increase while competency decreased in rural settings. A significant relationship was found between test construction knowledge and competency. The study recommends regular training, workshops, and seminars for teachers, equitable access to resources across rural and urban schools, and the use of digital tools to enhance test construction proficiency. These measures are essential to improve the overall quality of mathematics assessment in senior secondary schools in Gombe State.