Construction, Administration and the Standardisation of Mathematics Multiple Choice Test Items for Junior Secondary School Two (JSS 2) in Oyo State, Nigeria (Published)
The rationale for this study was to construct, administer and validate a mathematics achievement test for junior secondary school two students (JSS 2) in Oyo State, Nigeria. The instrumentation research design was used for the study. Purposive sampling technique was used in selecting two private schools in Ibadan metropolis; from which a total sample of 83 students in JSS 2 was purposefully and automatically selected as study sample. The test instrument was face-validated in terms of clarity of words and plausibility of distracter by specialist in the International center for Educational Evaluation, Institute of Education, University of Ibadan and experienced secondary school mathematics teachers. The MAT (mathematics achievement test) consisted of 200 multiple choice test items of four strata with Kudar-Richardson KR-20 reliability coefficient of 0.963 which was administered to 83 students and the response of these students were used in determining students’ mastery ability in the subject. The findings of the study show that the MAT is a valid and reliable instrument for measuring achievements in mathematics tests for junior secondary school 2 students; especially in Nigerian secondary school system. It is recommended that researchers, teachers and relevant educational stakeholders should constantly establish the reliability coefficient; difficulty and discrimination indices of test items they develop in measuring educational achievements so as to ensure the items are valid and relevant to the course objectives.
Keywords: Mathematics achievement test, Test, Testing, item analysis, item construction, standardisation.
A Cause-Effect Graph Software Testing Tool (Published)
This paper explains analysis and implementation of a cause-effect graph software testing tool. The cause-effect graph software testing method and its application are described. The method of generating test cases from software specification is discussed. In addition, a new cause-effect graph testing tool is developed, and processes in the cause-effect graph software testing is explained with an example. Moreover, the coverage analysis of effect nodes is described.
Keywords: Cause-Effect, Graph Software, Software Testing Tools, Testing
Testing and Evaluation in English Language Teaching – A Case of O level English in Nigeria (Published)
One of the ways through which feedback can be obtained from the learners on what the teachers had taught them is evaluation. Students’ achievement in a particular course of study can be determined through evaluation. This work observed various aspects of Ordinary Level English in which students’ achievement are often assessed in Nigeria with a view to assisting students in overcoming problems often encountered during such tests and evaluations. Purposes and forms of language tests were briefly discussed. This was followed by a discussion on characteristics of a good language test. The aspect of tests and examinations in West African Examination Council (WAEC) and National Examination Council (NECO) was exhaustively discussed to give insight into what both teachers and learners are expected to focus on. It was recommended that students should be encouraged to possess all the recommended textbooks and change their reading habits. Teachers were also encouraged to always make themselves available for the students and be willing to assist them in the areas of difficulties in O Level English.
Keywords: English language teaching, Evaluation, Nigeria, O Level English, Testing
ESSAY OR FORCED-CHOICE TESTS? FACTORS DETERMINING INSTRUCTORS’ PREFERENCES IN DESIGNING TESTS FOR CORE CURRICULUM REQUIREMENTS IN THE COLLEGE OF BASIC EDUCATION IN KUWAIT (Published)
This research aims at exploring the factors determining instructors’ preferences in designing tests for Core Curriculum required courses at the College of Basic Education in Kuwait. For this purpose, a sample of 120 instructors was randomly chosen from a population consisting of 500 instructors teaching the Core Curriculum Program in the CBE. The sample of instructors responded to a 21-statement questionnaire. Furthermore, a sample of 12 instructors, selected randomly from the population, was interviewed. The results of the study were based on the instructors’ response to a questionnaire and the interview related to two Core Curriculum required courses (Science Education and Kuwait and Development) which fairly represent the Core Curriculum Program at CBE. The study has shown that the main factors determining the choice of one test over the other are external to the processes and steps used in test design, like the class size and the amount of time consumed in designing and scoring the tests. Such factors were prioritized by instructors mainly because of special circumstances related to CBE’s admission policies of accepting a large number of students without strategically planning for proper teacher-student ratio. The study also showed that the tests were limited to the lower-order thinking skills, knowledge, comprehension and retrieval of information, a shortcoming attributed to the course designers who limited the learning objectives to the lower levels of thinking.
Keywords: Curriculum, Education, Higher Education, Testing, essay tests, forced-choice tests
