The aim of this study was to assess the extent of utilization of the knowledge of test construction procedure in setting Multiple Choice Objective Tests by science teachers in secondary schools in Yala Local Government Area of Cross River State. To achieve this, the descriptive survey research design was used in which a purposeful sample of 87 Chemistry teachers was selected from amongst the 213 science teachers in the area. The instrument used for the study was a well validated and fixed response questionnaire designed by the researchers tagged Test Construction and Utilization Procedure Questionnaire (TCUPQ) having a total of forty items designed on a four point interval scale with a Cronbach alpha co-efficient of 0.82. Data obtained from the subjects were analysed using the means and standard deviations. The results showed that science teachers studied utilize their knowledge of test construction procedures effectively in setting objective tests; however, they do not subject the students to pre-test before the main test is carried out. It was recommended amongst others that science teachers be sponsored to attend assessment practice workshops and also be encouraged to give pre-tests before the main test in schools.
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