Influence of Knowledge of Assessment on Test Construction Skills among Tutors of College of Education in Ghana

Abstract

Purpose: A tutor’s ability to develop and incorporate assessment data into classroom instructions is a function of their assessment literacy. While the tutors’ assessment literacy level is a determinant of the quality of education delivery, research in the area of test construction skills competency among teacher educators remains sparse. The main aim of the study was to explore the influence of tutors’ knowledge in assessment on their test construction skills.
 Methodology: The descriptive survey design was used in the study to investigate the predictive relationship between tutor knowledge in assessment and test construction skills. Hundred and fifty (150) tutors were sampled using proportionate stratified sampling technique. The Teacher Knowledge in Assessment Scale (TKAS) and Test Construction Skills Inventory (TCSI) were administered to 150 College of Education (CoE) tutors to solicit their views. Descriptive statistics, specifically, mean and standard deviations, and Structural Equation Modelling (SEM) approaches were used to test the study hypotheses.
 Findings: The study's findings revealed that tutors had a high level of assessment knowledge and test construction skills. Also, tutors’ knowledge of assessment was found to significantly predict test construction skills.
 Recommendations: The study recommended the frequent use of literacy standards provided by AFT, NCME, and NEA (1990). The study further recommended that CoE management frequently organise workshops on state-of-the-arts modules of assessment to maintain the knowledge level of tutors. Finally, CoE management should take the interest in engaging measurement and evaluation experts frequently, not only as a strategy to updates tutors’ knowledge but also to promote efficient implementation of multiple assessment procedures.