There is no need or point to testing of knowledge, attributes, traits, behaviours or abilities of an individual if information obtained from the test is inaccurate. However, by and large, it seems the estimation of psychometric properties of test items in classroomshas been completely ignored otherwise dying slowly in most testing environments. In the quest to obtain sound and efficient test results, it is imperative that assessorsrely on somepsychometric properties to make informed classrooms decisions. These psychometric properties can be estimated using Kuder-Richardson20 Formula. In this study, 30 multiple-choice items were administered and used for the study. The strength of each item was analysed by looking at their difficulty level and how theydiscriminated among the students. Reliability tests were also conducted in addition to the item analysis to observe the quality of the test as a whole. With lucid prose, KR-20 was used to estimate the psychometric properties of 30 set integrated science test items (which werescored dichotomously)to serve as a primer for assessorsin higher institutions.The procedure produced coefficient value of 0.6915which is approximately 0.7 implying that the reliability of the test was high.The procedure we used to arrive at the obtained coefficient is extensively outlined in the paper. We concluded thatthe suggested procedure (KR-20) for estimating psychometric properties may have a paradigm shift in classroom testing situations where it will communicate to teachers on the efficiency and process of teachermade tests. In essence, this could enhance the quest of obtaining the real knowledge, attributes, traits, behaviours or abilities of students by using test items that are reliable and dependable.
Background: Test score pollution explains how multifaceted factors affect the truthfulness of a test score interpretation. The pressure to raise test scores has resulted in practices which pollute the inferences we make from these scores. Issues of accurate testing remains relevant in the space of any testing environment in Ghana and beyond. This study explored the different sources of test score pollution considered test preparation practices (teacher factor), test administration situations (testing environment), and external factors (parents and community pressure). Methods:The study was nested into the quantitative approach using descriptive survey. Basic school teachers (n=353) and parents (n=123) were selected from three districts (South, North and Central Tongu) in the Volta region using G*Power software. A validated and standardized instrument (with alpha coefficient of .783 and correlation coefficient of .823) was used to obtain the data. The obtained data was analyzed using SPSS v.25 and interpreted with linear multiple regression after the data had met all the required assumptions. Findings:The results revealed that all the predictive factors that is test preparation practices (t=4.73, Sig.=.007, CI95%), test administration situations (t=4.20, Sig.=.006, CI95%) and parents and community pressure (t=2.69, Sig.=.000, CI95%) predicted test score pollution in the selected districts. However, among all the predictor variables, test administration situations (testing environment or conditions) were identified as having much influence on test score pollutions in the districts (R 2 =.652, 65.2%, Sig.=.000, ꞵ=.616, CI95%). Conclusion:The study concluded that due to test score pollution, most test practices in Ghana are not at its optimal best. Clearly, the demand and the pressure to raise test scores results pollute and contaminate the interpretations, inferences and decisions that are made from these test scores.
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