What Teachers Know about Validity of Classroom Tests: Evidence from a University in Nigeria

What Teachers Know about Validity of Classroom Tests: Evidence from a University in Nigeria

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What Teachers Know about Validity of Classroom Tests: Evidence from a University in Nigeria

This study sought to find out university teachers’, knowledge of content and predictive validity of classroom tests. A sample of 89 teachers was randomly selected from five departments in the Faculty of Education of a university in Nigeria for the study. A 41-item Teachers’, Validity Knowledge Questionnaire (TVK-Q) was developed and validated for data collection. The data were analysed using percentages, mean, standard deviation, t-test and ANOVA statistical techniques. The results of the analysis show that the teachers have some knowledge of content-related evidence, procedure for ensuring coverage and adequate sampling of content and objectives, as well as correlating students’, scores in two measures for predictive validation. The study also reveals that the teachers lack adequate knowledge of criterion-related evidence of validity, concept of face validity and sources of invalidity of test scores. It was also found that there were no significant mean differences in the teachers’, knowledge of aspects of validity due to gender, academic disciplines, years of teaching experience and ranks. The areas of greatest need identified for capacity building were evaluating validity of assessment instruments, determining predictive and content validity of classroom assessments. The implications of the results were discussed and recommendations made for capacity building through regular in-house seminars and workshops to update teachers’, knowledge of validity of students’, scores and how to interpret them for improving students’, learning and development.Keywords: validity, teachers’, knowledge, classroom tests, evidence, university, Nigeria

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