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.
