Idika, Delight. O. , Shogbesan, Y. O. and Ogunsakin, I. B. (2016)
EFFECT OF TEST ITEM COMPROMISE AND TEST ITEM PRACTICE ON VALIDITY OF ECONOMICS ACHIEVEMENT TEST SCORES AMONG SECONDARY SCHOOL STUDENTS IN CROSS RIVER STATE, NIGERIA.
Every examiner or individual using test scores should be confident that the scores obtained by a test taker is a true indication of that person’s level of knowledge or ability on the construct of interest with a proper guide against factors that can lead to score invalidity. However, this study determined the effect of test item compromise and test item practice on Economics Achievement Test Scores among secondary school students in Cross River State. It also examined whether test item compromise and test item practice affected the validity of test scores obtained in the Economics Achievement Test among secondary school students in the state. A quasi-experimental research design was adopted for the study. The population of the study consisted of all secondary schools in the 18 Local Government Areas (LGA) of Cross River State. The sample consisted of 90 SS2 Economics students randomly selected in the three Secondary Schools used for the study which was carried out in an intact classroom. There were three groups and 30 respondents were randomly assigned to each group. The three groups were compromise group (E1), practice group (E2) and control group (C1). The instrument used for the study was an Economics Achievement Test (EAT) developed by Shogbesan (2017) which consisted of 25 items of various formats with a liability index of 0.68. The EAT was administered to the three groups with 13 items exposed as treatments to E1 for the students to be familiar with some of the test items a few minutes before the test, while the practice group was given the 13 test items to practice with the help of the researchers and research assistants who are Economics teachers in the school. The results indicated among others that students’ scores were inflated on compromised and practiced test items which contributed to the score invalidity. It was recommended among others that security of test items should be considered vital before and during test administration process.
Idika, Delight. O. , Shogbesan, Y. O. and Ogunsakin, I. B. (2016)
EFFECT OF TEST ITEM COMPROMISE AND TEST ITEM PRACTICE ON VALIDITY OF ECONOMICS ACHIEVEMENT TEST SCORES AMONG SECONDARY SCHOOL STUDENTS IN CROSS RIVER STATE, NIGERIA.
Every examiner or individual using test scores should be confident that the scores obtained by a test taker is a true indication of that person’s level of knowledge or ability on the construct of interest with a proper guide against factors that can lead to score invalidity. However, this study determined the effect of test item compromise and test item practice on Economics Achievement Test Scores among secondary school students in Cross River State. It also examined whether test item compromise and test item practice affected the validity of test scores obtained in the Economics Achievement Test among secondary school students in the state. A quasi-experimental research design was adopted for the study. The population of the study consisted of all secondary schools in the 18 Local Government Areas (LGA) of Cross River State. The sample consisted of 90 SS2 Economics students randomly selected in the three Secondary Schools used for the study which was carried out in an intact classroom. There were three groups and 30 respondents were randomly assigned to each group. The three groups were compromise group (E1), practice group (E2) and control group (C1). The instrument used for the study was an Economics Achievement Test (EAT) developed by Shogbesan (2017) which consisted of 25 items of various formats with a liability index of 0.68. The EAT was administered to the three groups with 13 items exposed as treatments to E1 for the students to be familiar with some of the test items a few minutes before the test, while the practice group was given the 13 test items to practice with the help of the researchers and research assistants who are Economics teachers in the school. The results indicated among others that students’ scores were inflated on compromised and practiced test items which contributed to the score invalidity. It was recommended among others that security of test items should be considered vital before and during test administration process.