Abstract:

There are modules of examination packages designed to avert examination malpractice in schools and other public places, yet examination malpractice is still a problem in Nigeria, and Cross River State in particular. Examinees pass well even when they do not possess the abilities assessed in the tests. The question is, why do examinees earn pass grades on courses (subjects) they do not have the abilities to respond correctly considering that the examination was developed, administered and scored by certified individuals? This paper is a report of the investigation of different categories of secondary school teachers compared in terms of the skill of test development, administration and scoring. This process involved 1200 secondary school teachers randomly selected using cluster sampling technique. Three hypotheses drawn from teacher variables of sex, years of teaching experience and area of specialization were tested. Teachers’ Test Administration Skill Assessment Questionnaire constructed by the researchers was used for data collection. Data analysis was carried out using independent t-test and one-way ANOVA. Findings were that male teachers do well in test administration than female teachers; years of service has no significant influence on teachers’ skill of test administration, and teachers with higher education background were seen to be better in the skill of test administration compared to those without certificates in education. It is concluded that poor administration of test contribute significantly in the malady in our educational system. Among others it was recommended that recruitment of teachers be strictly depended on those who have the training in teaching.

Keywords:

Teacher variables, Testing skill, Examination administration.