ASSESSMENT OF TEACHERS’ PERCEPTION AND APPLICATION OF EDUCATIONAL TESTING STANDARDS IN SENIOR SECONDARY SCHOOLS IN KANO STATE, NIGERIA
https://doi.org/10.83151/vzb4-pv74
This study investigated teachers’ perception and application of educational testing standards in senior secondary schools in Kano State, Nigeria. Specifically, it examined the level of teachers’ knowledge, the extent of application in classroom assessments, differences based on school type, and challenges hindering effective implementation. A descriptive survey design was employed, with a sample of 300 teachers drawn from ten public and private schools using simple random sampling. Data were collected using the Teachers’ Knowledge and Practice of Testing Standards Scale (TKPTSS) and analysed using descriptive statistics and independent-samples t-tests. Findings revealed that 38% of teachers demonstrated high knowledge of testing standards, 45% had moderate knowledge, and 17% had low knowledge. Only 34% of teachers consistently applied testing standards in classroom assessments, with private school teachers exhibiting significantly higher knowledge and application than their public-school counterparts (p < .05). Major challenges identified included inadequate training, large class sizes, limited resources, and overreliance on terminal examinations. The study concludes that while foundational knowledge exists, systemic and institutional constraints hinder effective application, highlighting the need for continuous professional development, administrative support, and policy interventions to enhance assessment literacy and classroom practice.
Keywords: Assessment Literacy, Educational Testing Standards, Classical Test Theory
Binta Abba (PhD) & Khalil Yahya Kamar
ASSESSMENT OF TEACHERS’ PERCEPTION AND APPLICATION OF EDUCATIONAL TESTING STANDARDS IN SENIOR SECONDARY SCHOOLS IN KANO STATE, NIGERIA https://doi.org/10.83151/vzb4-pv74
This study investigated teachers’ perception and application of educational testing standards in senior secondary schools in Kano State, Nigeria. Specifically, it examined the level of teachers’ knowledge, the extent of application in classroom assessments, differences based on school type, and challenges hindering effective implementation. A descriptive survey design was employed, with a sample of 300 teachers drawn from ten public and private schools using simple random sampling. Data were collected using the Teachers’ Knowledge and Practice of Testing Standards Scale (TKPTSS) and analysed using descriptive statistics and independent-samples t-tests. Findings revealed that 38% of teachers demonstrated high knowledge of testing standards, 45% had moderate knowledge, and 17% had low knowledge. Only 34% of teachers consistently applied testing standards in classroom assessments, with private school teachers exhibiting significantly higher knowledge and application than their public-school counterparts (p < .05). Major challenges identified included inadequate training, large class sizes, limited resources, and overreliance on terminal examinations. The study concludes that while foundational knowledge exists, systemic and institutional constraints hinder effective application, highlighting the need for continuous professional development, administrative support, and policy interventions to enhance assessment literacy and classroom practice. Keywords: Assessment Literacy, Educational Testing Standards, Classical Test Theory