Assessing the Relationships Between Gender, Years of Teaching Experience, and Proficiency in Test Construction Among Ghanaian Senior High School Teachers

Ibrahim, Mohammed Gunu; Abu Adam; Mustapha Abdul-Waris

doi:10.18535/ijsrm/v13i08.el06

Abstract

This study investigated the relationship between years of teaching experience, gender and proficiency in test construction skills among senior high school teachers in Ghana. Using a descriptive survey design, data was collected from 241 teachers selected through a multi-stage sampling procedure from four public senior high schools. A structured questionnaire employing a five-point Likert scale was administered via Google Forms to assess test construction practices. Analysis of Variance (ANOVA) revealed no statistically significant differences in test construction proficiency across different experience levels (F = 1.143, p = 0.332). However, chi-square analysis indicated significant gender differences in test construction practices (χ² = 5.306, p = 0.021). The findings challenge the assumption that teaching experience alone enhances test construction abilities and highlight the need for structured professional development programmes. Recommendations of the research include implementing comprehensive assessment training, establishing mentoring systems, and developing standardized test construction guidelines regardless of teaching experience.

Keywords

Test ConstructionTeaching ExperienceGenderProficiencyTeachers

References

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Lockwood, A. B., Farmer, R. L., Bohan, K. J., Winans, S., & Sealander, K. (2021). Academic Achievement Test Use and Assessment Practices: A National Survey of Special Education Administrators. Journal of Psychoeducational Assessment, 39(4), 436–451. https://doi.org/10.1177/0734282920984290DOI ↗Google Scholar ↗
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Solheim, O. J., & Lundetræ, K. (2018). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? - A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education : Principles, Policy & Practice, 25(1), 107–126. https://doi.org/10.1080/0969594X.2016.1239612DOI ↗Google Scholar ↗
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[refR-1] Alade, O. M., & Odunsi, O. N. (2023). Multiple-choice Construction Competencies and Items Quality: Evidence from selected Senior High School Subject Teachers in Kosofe Local Government Area, Lagos State, Nigeria. International Journal of Educational Research, 12(2), 212-224.Google Scholar ↗

[refR-2] Ankomah, F., Amedahe, F. K., & Andrews Cobbinah. (2020). The Issue of Non-Adherence to Test Construction Principles: Do Teachers’ Commitment to Teaching or Attitude by the Teacher Really Matter? International Journal of Social Sciences & Educational Studies, 7(4), 109–121. https://doi.org/10.23918/ijsses.v7i4p109DOI ↗Google Scholar ↗

[refR-3] Amua-Sekyi, E. T. (2016). Assessment, Student Learning and Classroom Practice: A Review. Journal of Education and Practice, 7(21), 1-6.Google Scholar ↗

[refR-4] Asenahabi, B. M. (2019). Basics of research design: A guide to selecting appropriate research design. International Journal of Contemporary Applied Researches, 6(5), 76-89.Google Scholar ↗

[refR-5] Awoniyi, F. C., & Fletcher, J. A. (2013). Senior high school mathematics teachers’ use of school-based assessment guidelines and test scores in the Cape Coast Metropolis of Ghana. Journal of Educational Development and Practice, 4(1), 19-40.Google Scholar ↗

[refR-6] Kini, T., & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Learning Policy Institute, 1-8.Google Scholar ↗

[refR-7] 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. 1154592). Frontiers Media SA.Google Scholar ↗

[refR-8] Lockwood, A. B., Farmer, R. L., Bohan, K. J., Winans, S., & Sealander, K. (2021). Academic Achievement Test Use and Assessment Practices: A National Survey of Special Education Administrators. Journal of Psychoeducational Assessment, 39(4), 436–451. https://doi.org/10.1177/0734282920984290DOI ↗Google Scholar ↗

[refR-9] Mpuangnan, K. N. (2024). Determining skills of basic schoolteachers in test item construction. Review of Education (Oxford), 12(2). https://doi.org/10.1002/rev3.3478DOI ↗Google Scholar ↗

[refR-10] 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. https://doi.org/10.21449/ijate.481164DOI ↗Google Scholar ↗

[refR-11] Rudolph, M. J., Daugherty, K. K., Ray, M. E., Shuford, V. P., Lebovitz, L., & DiVall, M. V. (2019). Best practices related to examination item construction and post-hoc review. American journal of pharmaceutical education, 83(7), 7204.Google Scholar ↗

[refR-12] Ruegg, R., Hoang, H., & Petersen, N. (2024). The influence of English language proficiency test scores on the academic success of ESL undergraduate students. Educational Research and Evaluation, 29(3-4), 111-129.Google Scholar ↗

[refR-13] Solheim, O. J., & Lundetræ, K. (2018). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? - A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education : Principles, Policy & Practice, 25(1), 107–126. https://doi.org/10.1080/0969594X.2016.1239612DOI ↗Google Scholar ↗

[refR-14] Wudthayagorn, J., Piamsai, C., & Thanompongchart, P. (2022). The Development of a Local Online English Proficiency Test for Young Learners: Key Considerations and Challenges. PASAA: Journal of Language Teaching and Learning in Thailand, 64, 126-137.Google Scholar ↗