TEST ADMINISTRATION PROCEDURES: A THREAT TO QUALITY CLASSROOM ASSESSMENT IN THE TEACHER TRAINING COLLEGES, CAMEROON
https://doi.org/10.83151/ay59-cs16
The quality of teachers’ test administration procedures constitutes an essential aspect of quality classroom assessment, which must be properly managed to ensure that assessed students’ performances align with their true abilities, knowledge, and competencies. Nonetheless, it would seem that these procedures are not often accorded due attention in the Teacher Training Colleges (TTCs) of Cameroon. This invariably jeopardizes and compromises the scores obtained by students in such tests and consequently, decisions made on them. Based on this premise, this study sought to assess teachers’ test administration procedures and their effect on the quality of classroom assessment in the TTCs of Cameroon. The study adopted the survey research design and conveniently sampled 134 teachers and 28 administrative staff from five of the seven government TTCs of the North West Region of Cameroon. A 22-item questionnaire was used for data collection, and the data collected were analysed using descriptive statistics, independent sample t-test, and multiple regression analysis. The findings revealed that the TTCs do not scrupulously respect prescribed rules and regulations guiding the administration of tests. It further indicated that a linear combination of test administration procedures (before, during, and after the test) was significantly (p<0.01) related to the effectiveness of assessment in the TTCs. Finally, there was no significant difference in the perception of administrative and teaching staff about the impact of test administration procedures on the quality of assessment in the TTCs. Based on these findings, school leadership and teachers should establish proper planning strategies before, during, and after the test, aimed at improving the test administration procedures in the TTCs of Cameroon.
Keywords: Test administration procedures, Quality classroom assessment, Teacher Training Colleges.
Victor Mbah Foghang, PhD
TEST ADMINISTRATION PROCEDURES: A THREAT TO QUALITY CLASSROOM ASSESSMENT IN THE TEACHER TRAINING COLLEGES, CAMEROON https://doi.org/10.83151/ay59-cs16
The quality of teachers’ test administration procedures constitutes an essential aspect of quality classroom assessment, which must be properly managed to ensure that assessed students’ performances align with their true abilities, knowledge, and competencies. Nonetheless, it would seem that these procedures are not often accorded due attention in the Teacher Training Colleges (TTCs) of Cameroon. This invariably jeopardizes and compromises the scores obtained by students in such tests and consequently, decisions made on them. Based on this premise, this study sought to assess teachers’ test administration procedures and their effect on the quality of classroom assessment in the TTCs of Cameroon. The study adopted the survey research design and conveniently sampled 134 teachers and 28 administrative staff from five of the seven government TTCs of the North West Region of Cameroon. A 22-item questionnaire was used for data collection, and the data collected were analysed using descriptive statistics, independent sample t-test, and multiple regression analysis. The findings revealed that the TTCs do not scrupulously respect prescribed rules and regulations guiding the administration of tests. It further indicated that a linear combination of test administration procedures (before, during, and after the test) was significantly (p<0.01) related to the effectiveness of assessment in the TTCs. Finally, there was no significant difference in the perception of administrative and teaching staff about the impact of test administration procedures on the quality of assessment in the TTCs. Based on these findings, school leadership and teachers should establish proper planning strategies before, during, and after the test, aimed at improving the test administration procedures in the TTCs of Cameroon. Keywords: Test administration procedures, Quality classroom assessment, Teacher Training Colleges.