Assessment Literacy of Health Tutors in Nurses‘ Training Colleges in Central Region, Ghana

Abstract

The study investigated classroom assessment literacy and adherence to the recommended principles in constructing multiple-choice items among nursing tutors in Central Region of Ghana. Descriptive survey design was used where the whole accessible population of the nursing tutors was covered. The main instrument used for data collection was a closed–ended questionnaire (dichotomous and rating scales). The study revealed that majority of tutors had classroom assessment knowledge. Tutors followed [12(60%) out of 20] recommended principles in multiple-choice test construction. However, differences in their assessment literacy and adherence to the recommended principles were influenced by their professional qualification. Tutors with professional qualification in education had higher assessment literacy and adhered to principles in constructing multiple-choice items than those without professional qualification in education. The study recommended that heads of various health institutions are encouraged to organise workshops/seminars on test construction at least twice every year especially for tutors without professional qualification in education and those below three years of teaching. Health tutors in Central Region are encouraged to take advance courses in assessment in order to keep themselves abreast with updated issues as far as assessment is concerned.