Abstract:
The study assessed the content validity of West African Senior School Certificate Examination core mathematics questions from 2009 to 2019. This document analysis type of research used Chief Examiner’s Report, Ghana Education Service syllabus, West African Examinations Council syllabus and data sheets as instruments. Analysis of the taxonomic spread of the questions was done in respect of the contents of Ghana Education Service syllabus. Seven hundred and seven core mathematics questions were classified against the cognitive levels as stated in the core mathematics syllabus. The questions were the main source of data. The results showed that the West African Senior School Certificate Examination core mathematics questions has content validity issues and a higher percentage of the questions emphasised more of lower levels of the cognitive domain. Based on the findings, recommendations were made to policy makers, West African Examinations Council and other stakeholders to address the issue of content validity and how to ensure a balance between higher and lower order domains. Particularly, the West African Examinations Council must take cognisance in reference to fairness in the spread of items over the number of content objectives and inclusion of questions outside the teaching syllabus. The issues with content validity of the core mathematics papers have serious implications especially where important decisions are made in terms of the soundness and interpretations of students’ results.
