ORIGINAL RESEARCH article
Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1658971
Multiple-Choice Test Development Competencies of Junior High School Mathematics Teachers in Ghana: A Triangulation Methodology
Provisionally accepted
- 1University of Cape Coast Faculty of Educational Foundations, Cape Coast, Ghana
- 2University of Education Winneba, Winneba, Ghana
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Background: Previous studies on test development competences have used three distinct approaches, but none have combined these methods, leaving a gap in understanding teachers' test development skills comprehensively. Purpose: Using a triangulation methodology, this study examined the multiple-choice test (MCT) development competencies of junior high school (JHS) mathematics teachers in the Sekondi-Takoradi Metropolis, Ghana. Methods: A survey was first conducted with 218 mathematics teachers, followed by a documentary analysis of tests developed by the purposefully sampled teachers. Finally, item analysis was performed using data from the teachers' tests. The collected data were analysed through confirmatory factor analysis, structured qualitative content analysis, item response theory (IRT), and Kendal's Tau-b. Results: The study found that teachers generally reported multiple-choice test competencies in areas of test item assembly, content validity, and test option handling. An evaluation of sample items revealed that most of the developed MCTs lacked clear directions, contained ambiguous or irrelevant content, and had generally poor quality. The IRT analysis revealed generally poor psychometric properties of the test developed by the teachers. A moderate, statistically significant positive correlation was observed between adherence to recommended MCT development principles and the quality of items produced. Conclusion: JHS mathematics teachers primarily developed low-quality MCT items, which is concerning because poor-quality tests undermine accurate assessments and sound educational decisions in Ghana. Recommendations: The Ghana Education Service, NaCCA, and District Directors should prioritise sustained, hands-on professional development workshops in test construction and item analysis to strengthen in-service teachers' assessment literacy and improve classroom testing practices.
Keywords: Multiple-choice test, test construction competence, triangulation research, Test quality, item response theory
Received: 03 Jul 2025; Accepted: 05 Sep 2025.
Copyright: © 2025 QUANSAH, Quansah and Dzakadzie. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: NATHANIEL QUANSAH, University of Cape Coast Faculty of Educational Foundations, Cape Coast, Ghana
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