The content validity of teacher made core Mathematics tests in Senior High Schools

Abstract

The purpose of the study was to investigate the content validity of teacher-made Core Mathematics tests in senior high schools in the Eastern region of Ghana. The study purposed to identify the profile dimensions the items in the Core Mathematics tests address. Also, the study sought to find out the test construction skills and practices teachers exhibit in teaching and learning of Core Mathematics. For the purpose of this study, three research questions were formulated to guide the study. A descriptive survey design was used to examine the characteristics of the teacher-made tests. The population of the study was drawn from senior high schools in the Eastern region and sample was drawn from St. Peter’s Senior High School, St. Rose’s Senior High School, St. Martin’s Senior High School and Akim Swedru Senior High School. A sample of 40 teachers who taught Mathematics was drawn by a simple random technique and 509 teacher-made Core Mathematics test items were used. Convenient, purposive and simple random sampling technique was employed in the study. The instruments used were a 19-item Likert scale questionnaire and Core Mathematics test items constructed by teachers of Mathematics to assess year 2 students of the sampled senior high schools. The results of the different data sources; the 19-item Likert scale questionnaire and the expert rated Core Mathematics tests were used to answer the research questions. The main findings from the study are captured as follows, in line with the research questions. The test items tested higher cognition (application of knowledge) more than lower cognition (knowledge and understanding). 78.4% of items tested for application of knowledge whilst 21.6% of the test items tested for knowledge and understanding. The expert ratings recorded the means of 3.35, 3.55 and 3.47 with a grand mean of 3.46 indicating that the content of teacher-made Core Mathematics test is valid. The test practices and skills teachers exhibit are; teachers consider the cognitive abilities of students, teachers put into consideration test planning and techniques for the test and teachers consider the content of the test. It was however recommended that giving teachers training in test construction contribute to teachers constructing content valid tests. Hence, adequate training should be provided very often to enhance test construction skills.