ENSURING THE CONTENT VALIDITY OF TEACHER-MADE TESTS THROUGH THE USE OF A TABLE OF SPECIFICATIONS
The validity of the teacher-made tests created by classroom teachers for educational evaluation has been discussed for a long time and the problem does not seem to be resolved. This study was designed to examine the content validity of teacher-made tests using table of specifications. 250 classroom teachers from 10 secondary schools in the Akure South and Akure North Local Government Areas of Ondo State were chosen at random to participate in the study. A survey research design was used. All relevant information was gathered using a survey research instrument called the Content Validity Survey Questionnaire (CVSQ), which was developed, validated, and used. Obtained data was analyzed using percentage, mean and standard deviation. According to the study's findings, most of the teachers involved in the evaluations do not know what the Specification Table (TOS) is. Second, the vast majority of the sample class's teachers have never attended a TOS related seminar or in-service training, therefore they are unable to develop TOS for the subjects they teach. Despite the fact that the content validity of the teacher-made tests was found to be extremely low and reasonable, the majority of classroom teachers did not use TOS when creating the assessment instruments.
Classroom Teacher, Content Validity, Teacher-Made Tests, Table of Specifications, Educational Assessment Process.