Application of Classical Test Theory in the Development, Validation, and Standardization of Multiple-Choice Basic Science Test Items for Secondary School Teachers' Use

Abstract

Development of standardized achievement tests in Basic Science requires a rigorous process of item analysis to ensure validity, reliability, and fairness. This is in addition to poor teachers’ expertise in test development. This study employed classical test theory as its measurement framework with instrumentation research design of survey type. Five (5) research questions were raised while a pool of 120 multiple -choice tests in JSS Basic Science formed the research instrument. Multistage sampling technique was adopted in this study. The population of this study was made up of all the junior secondary school students in Lagos Central Senatorial District of Lagos State. Multistage sampling techniques was adopted in this study and (3) three local government were selected out of the five-local government in Lagos central senatorial district. A total number of three local governments, three public junior secondary school and 510 junior secondary school students constitute the sample for this study. The data obtained were analysed using item analysis, Kuder Richardson (20) and test norms. Results showed that out of the 120 pool of test items, only 63 were good items based on based on the criteria of difficulty index ranging from 40 to 60% and positive discrimination power. Part of the findings showed that the good items yielded a high reliability coefficient of 0.73 after dropping 23 items during the reliability test. The selected 40 items were administered to 120 JSS1 to 3 students for the establishment of test norms such as standard score, age and grade equivalent norms. The researchers’ concluded that the selected standardized test items at the end of the study not only possess good psychometric properties but also has good test quality in terms of test usability and ability to reduce guessing. It is recommended that the standardized test items should be looked upon as a model achievement test in Basic Science for junior secondary schools and regular sensitization workshop, seminars and conferences should be organized for teachers in order for them to be acquainted with requisite techniques needed for construction of valid assessment instruments.