Teachers’ Testing Skills and Test Credibility in Public Secondary Schools in Uyo Educational Zone of Akwa Ibom State, Nigeria

Abstract

This study investigated teachers testing skills and test credibility in public schools with the aim of determining if teachers’ area of specialization and teacher’s qualification statistically significantly influence test credibility. The survey research design was adopted for the study. 200 teachers were selected from the universal teachers’ population of 2054 in the study area through stratified random sampling technique. A self-administered questionnaire containing thirty (30) items four-option Likert questionnaire titled “Test credibility and teacher testing skills questionnaire (TCTSQ)” was used for data collection. Two research hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using one-way ANOVA statistical analysis technique. The results revealed no significant influence of teachers’ area of specialization on application of test items credibility in terms of test items preparation, and test items scoring. However, there was a significant influence on test administration, test security and test administrator integrity. There is no significant influence of teachers’ qualification on test credibility in terms of test preparation and scoring. This is contrary to the significant influence of teachers’ qualification on test credibility observed in terms of test administration, test security and test administrator integrity. The post hoc result indicates that, teachers with Bachelor Degree are not statistically significantly better in test administration, test security and the test administrator integrity than teachers with NCE/HND certificates. However, holders of Bachelor Degree were statistically significantly better than holders of Masters’ Degree in terms of test administration skills. Test credibility in public secondary schools is directly influenced by the testing skills of teachers. Therefore, enhancing teachers’ testing skills through targeted, ongoing professional development, and institutional support is essential for improving the credibility of test.