Application of Classical Test Theory (CTT) in the Validation of Teacher Made Mathematics Multiple Choice Test (MMCT) Items

Abstract

Multiple choice items are the most popular item format used in Senior High schools in Ghana and even beyond for almost all subjects which mathematics is not an exception. The quality of the items constructed by the classroom teachers is essential. Stakeholders depend on the results for decision making. Little is known about the quality of the teacher made items. This study therefore sought to find out if the multiple-choice items used by the mathematics teachers meet the criteria for a good assessment instrument using the classical test theory approach. Instrumentation research design was used. A purposive and simple random sample technique were used to select one intact class with a class size of 35 at Baidoo Bonsoe Senior High School in the Ahanta West Municipality of Ghana for the study. A multiple-choice test in core mathematics with items constructed by the mathematics teachers of the school was used. Classical test theory was used to estimate the content related evidence of validity, reliability, difficulty index, and discrimination indices and distracter analysis of the items. It was found that only three items measured high level cognitive thinking, 14 items were observed to have acceptable level of difficulty and 28 items discriminated between the upper and lower groups at varying degrees. It was also found that only one out of 10 items was without issue of distracter defect and that reliability of the scores of the test was 0.73. It was therefore recommended that training in test construct should be intensified both whiles the teachers are the training institution and on the job.

“Multiple-Choice Items should be sequenced in order of difficulty with the easiest ones placed first”. Does it really affect performance?

“…Validity is the soundness of the interpretation and uses of assessment results (Gyam , 2022a; American Educational Research Association, American Psychological Association & National Council on Measurement in Education, 2014). It ensures that appropriate information is obtained for accurate decision.…”

“…A result is considered valid from an over all judgment of content-related, criterion-related and constructrelated evidences (Gyam , 2022a). The source of validity evidence interested to this study is constructrelated evidence.…”

“…Number 1 on Form A, Number 2 on Form C, Number 8 on Form D and Number 14 on Form E with p values of 0.14, 0.12, 0.12 and 0.16 respectively. All the indices show a di cult item(Gyam , 2022a). This indicates that a di culty item would be di culty irrespective of where it is placed on the test.…”