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Abstract
Faulty designed test items can result in erroneous assessments of learning and give inaccurate information about both student performance and the efficiency of instruction. The study examined mathematics teachers’ skills in developing tests that are classroom-based in secondary schools in Nigeria. An Expo-facto research design was adopted, involving (n = 120) mathematics teachers in which 49 are males and 71 are females. Teachers Test Development Skill Rating Scale (TTDSRS) instrument was used in collecting data. Three experts validated the instrument. The reliability coefficient of the instrument was estimated to be 0.88 using Cronbach Alpha method. The research questions were analyzed using mean and standard deviations and hypotheses tested using t-test statistics at 0.05 level of significance. The result showed that mathematics teachers rarely possess test development skills since the number of items disagreed by teachers is greater than the agreed response, teachers’ gender has a slight influence on test development skills in mathematics in favour of the males. Most mathematics instructors lack test-development expertise and may be utilising matched assessments to gauage their students’ mathematical proficiency. Mathematics teachers should be given an opportunity for intensive in-service training and workshops on how to improve their test development skills, for a better teaching and learning in schools.
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Article Type: Research Article
Journal of Mathematics and Science Teacher, Volume 6, Issue 2, 2026, Article No: em104
https://doi.org/10.29333/mathsciteacher/18123
Publication date: 01 Apr 2026
Online publication date: 14 Mar 2026
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