Extensiveness of Teachers' Competence in Using Table of Specifications in Constructing Formative Assessment Test Items in Public Secondary Schools in Hanang District, Tanzania

Emanueli Simon; Dr. Adam J. Chidyau; Dr. Timothy Mandila

doi:10.18535/ijsrm/v12i10.el07

Abstract

The study examined teachers' competence in using tables of specifications in constructing formative assessment items in public secondary schools in Hanang district, Tanzania. Using Bloom's Taxonomy, a mixed-methods approach was employed, with 119 participants selected from 712 individuals, including teachers, heads of schools, academic masters/mistresses, and district school quality assurers. The study used questionnaires, interview guides, interview schedules and document analysis guides for data collection. Research experts assessed content and face validity for quantitative instruments, while qualitative instruments were validated through peer debriefing and triangulation. Data was presented in tables and analyzed using descriptive statistics and thematic analysis. The study revealed that public secondary school teachers vary in their competence of using the table of specifications when designing formative assessment test items. Moderately proficient teachers adhere to all procedures, while others struggle with determining question numbers and distribution. Based on the findings, the study concluded that teachers who are teaching students in public secondary schools were inadequately utilizing the table of specifications when designing formative assessment test items in public secondary schools. The study suggests that the government should prioritize professional development training to improve teachers' competencies in setting formative assessment test items, enhancing student learning outcomes.

Keywords

Teachers’ CompetentTable of SpecificationsFormative Assessment Test Items ConstructionsPublic Secondary Schools

References

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[refR-2] Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.Google Scholar ↗

[refR-3] Ankomah F., (2020) Predicator’s of adherence to Tests constructions Principles: The Case Senior High School Teachers in Secondi- Takoradi Metropolis: University of Cape Coast.Google Scholar ↗

[refR-4] Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Vol. Handbook I: Cognitive domain. New York: David McKay Company.Google Scholar ↗

[refR-5] Cohen, L; Manion, L; & Marrison, K. (2018). Research in Education (8th Ed). Routledge.Google Scholar ↗

[refR-6] Chalachew, A. A., & Terefe, A. (2020). Teachers' Self-perceived Skills as the function of Gender and Teaching Experiences in the Classroom Assessment: A study in High Schools of South West Shewa Zone, Ethiopia. International Journal of Progressive Education, 16(1), 11-24.Google Scholar ↗

[refR-7] Creswell, J. W., & Creswell, P.N. (2018). Qualitative inquiry and research design: Choosing among approaches (4th ed.). Thousand Oaks, CA: Sage.Google Scholar ↗

[refR-8] Dube-Xaba, Z., & Xulu, R. (2020). Opportunities and challenges in school-based assessment: Tourism learners’ views. African Journal of Hospitality, Tourism and Leisure, 9(2), 1–15.Google Scholar ↗

[refR-9] Green, S. D. (1999). The missing arguments of lean construction. Construction Management & Economics, 17(2), 133-137.Google Scholar ↗

[refR-10] Hutchinson, D., & Chyung, S. Y. (2023). Evidence-based survey design: adding “moderately” or “somewhat” to likert scale options agree and disagree to get interval-like data. Performance Improvement, 62(1), 17-24.Google Scholar ↗

[refR-11] Jiang, Y. (2020). Teacher classroom questioning practice and assessment literacy: Case studies of four English Language teachers in Chinese universities. Frontiers in Education, 5(23),1-17. https://doi.org/10.3389/feduc.2020.00023.DOI ↗Google Scholar ↗

[refR-12] Kahembe, J., & Jackson, L. (2020). Educational assessment in Tanzania: A sociocultural perspective. Springer Nature.Google Scholar ↗

[refR-13] Kissi, P., Baidoo-Anu, D., Anane, E., & Annan-Brew, R. K. (2023). Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence. In Frontiers in Education (Vol. 8, p. 177). Frontiers.Google Scholar ↗

[refR-14] Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.Google Scholar ↗

[refR-15] Mahroof, A., & Saeed, M. (2021). Evaluation of Question Papers by Board of Intermediate and Secondary Education Using Item Analysis and Blooms Taxonomy. Bulletin of Education and Research, 43(3), 81-94.Google Scholar ↗

[refR-16] Marcucci, D, Louis Cohen, Lawrence Manion, & Keith Morrison (2018). Research methods in education. New York: Routledge. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 2(4), 201-206.Google Scholar ↗

[refR-17] Monteiro, V., Mata, L., & Santos, N. (2021) Assessment conceptions and practices: Perspectives of primary school teachers and students. Frontiers in Education, 6, 631185. https://doi.org/10.3389/feduc.2021.631185.DOI ↗Google Scholar ↗

[refR-18] Mugenda, O. M., & Mugenda, A. G. (2003). Research Methods. Nairobi. Accelerated Actors.Google Scholar ↗

[refR-19] Mbilinyi C., Kapinga S., O., Kitta S., & Amani J., (2021). Secondary Schools Teachers’ Knowledge on Procedures for Constructing Quality Classroom Test in Tanzania; Univesitepark Bulten, 10 (10) , 40-50.Google Scholar ↗

[refR-20] Ole, F. C. (2020). Development and validation of teachers’ practices on formative assessment scale (TPFAS): a measure using feedback loop model. International Journal of Education, 13(1), 53-62.Google Scholar ↗

[refR-21] Organization for Economic Cooperation and Development (OECD) (2019). OECD reviews of evaluation and assessment in education: Student assessment in Turkey. Retrieved-from. https://www.oecdilibrary.org/sites/1807effcen/index.html?itemId=/content/component/1 807effc-enGoogle Scholar ↗

[refR-22] Osebhohiemen, E. (2019). Use of Table of Specification in Construction of Teacher-Made Achievement Test in Mathematics in the Primary and Secondary Schools. The Melting Pot, 5(2).Google Scholar ↗

[refR-23] Öztürk, G. (2021). Pre-Service Teachers' Skills in Analyzing Achievements in Regard to the Revised Bloom's Taxonomy. International Journal of Progressive Education, 17(1), 277-293.Google Scholar ↗

[refR-24] Quansah, F., Amoako, I., & Ankomah, F. (2019). Teachers’ test construction skills in Senior High Schools in Ghana: Document analysis. International Journal of Assessment Tools in Education, 6(1), 1-8.Google Scholar ↗

[refR-25] Rahman, K. A., Hasan, M. K., Namaziandost, E., & Ibna Seraj, P. M. (2021). Implementing a Formative Assessment model at the Secondary Schools: attitudesGoogle Scholar ↗

[refR-26] Senjiro, U., & Lupeja, T. (2023). The influence of formative assessment practices in promoting 21st Century skills development among secondary school students in Tanzania. International Journal of Research, 12(6), 1-8.Google Scholar ↗

[refR-27] Sewagegn, A.A. (2019). A study on the assessment methods and experiences of teachers at an Ethiopian university. International Journal of Instruction, 12(2), 605-622. https://doi. or g/10.29333/iji.2019.12238aDOI ↗Google Scholar ↗

[refR-28] Taura, A. A., & Ibrahim, A. W. (2023). Enhancing test development and item writing skills of subject and vocational teachers in government-owned junior secondary schools in Jigawa state, Nigeria. Journal of Teaching and Teacher Education, 11(1).Google Scholar ↗

[refR-29] URT. (2014 Ver. 2023). Education and Training Policy (ETP). Dar-Es -Salaam: Tanzania.Google Scholar ↗

[refR-30] URT. (2021). National Examinations Council of Tanzania (NECTA), Guidelines on Assessment Procedures for Secondary Schools and Professional Level. The National Examinations Council of Tanzania: Dar es Salaam, Tanzania.Google Scholar ↗

[refR-31] Yan, Z., & Chiu, M. M. (2023). The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal, 49(1), 186-208Google Scholar ↗