DETERMINING LECTURERS’ TEST SCORING KNOWLEDGE BY LEVEL OF WORKING EXPERIENCE: A CASE STUDY OF TERTIARY INSTITUTIONS IN ZAMFARA STATE

Abstract

This paper assessed test scoring knowledge of tertiary institution lecturers in Zamfara State. It determined the proportion of low experience, quite experience, averagely experienced and highly experienced lecturers with high, average and low scoring knowledge. It also finds out whether significant differences exist in lecturers’ test scoring knowledge and level of working experience. The paper answered one research question and tested one hypothesis at 0.05 level of significance. Population of this study consists of 300 lecturers in Zamfara State that were sampled through multi stage cluster sampling. The survey design was employed for the study. Teachers Test Scoring Scale (TTSS) was adopted as instrument of data collection. Similarly, out of 300 instruments administered to lecturers, only 289 were retrieved, yielding 96.3% response rate. Analysis of Variance (ANOVA) was used for the analysis of data. The result of the study revealed that tertiary institution lecturers in Zamfara State are knowledgeable of test scoring and that their scoring knowledge does not differ significantly by level of working experience. The study recommended in-service training, workshop, monitoring of assessment from test construction, administration of test scoring. It also recommended creation of assessment policy such as preparing marking scheme in tertiary institution.