Abstract
This article purports to analyze the content validity of model examinations for grade 10 mathematics. The study looked at the model tests to evaluate if they were indicative of the course content and emphasized on the syllabus’ learning outcomes. A survey design with six years of mathematics model exam, syllabi, and textbooks served as the key data sources was considered in the study. Kendall’s coefficient of concordance and chi-square test of statistical treatment were used to analyze the quantitative data obtained. In addition, the qualitative data were evaluated using narration and description. The study’s statistical findings revealed that there was no relationship between test items and learning outcomes in cognitive domain categories or main textbook content. As a result, the exam items did not correspond to the syllabus’s objectives and content. Furthermore, the qualitative data revealed that the test items were unclear, poorly laid out, and multidimensional, as well as having low content validity.
Highlights
A test or examination is an educational assessment to assess student’s learning
E interviewees emphasized that in each year, some of the test items did not correspond to the major topics of the syllabus. ey said that the model exams did not pay attention to the skills needed for the learning outcomes of the syllabus; that is, the test items’ focus was on the lower skills levels of the cognitive domain rather than the high skills
Conclusions and Implications e study results uncovered the reality that the sample model exam items and exercises for the major contents of the textbooks were not strongly associated. e sample model exams were not in proportion to the periods allotted to the major contents of the syllabus
Summary
A test or examination is an educational assessment to assess student’s learning. Examinations are not meant to trick students or confuse them. Examinations should be related to important learning outcomes, objectives, goals, and/or course competencies. Scholars in the field of measurement evaluation consider examinations for three reasons [1]. Examinations help to evaluate students and determine if they are learning what a teacher expect. Well-designed tests inspire and structure students’ academic endeavors. Students study according to how they expect to be tested. It is easy to memorize facts, but it is difficult to comprehend and apply information. Ird, tests can assess teacher’s presentation skills. In addition to reinforcing learning, tests can help students identify areas of weakness and focus their study efforts [2]
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