Instructors’ Test Construction Competences and their Implications on Teaching and Learning in Tanzanian Universities

Abstract

This preliminary study was conducted in order to examine instructors’ competences in assessing teaching and learning outcomes. Specifically, the study focused on examining the current status of test construction practices among university instructors in Tanzania and challenges facing them during test construction practices. The study employed cross sectional survey and case study designs in order to examine the magnitude of the problem prior to initiation of the actual study. Simple random, purposive and convenience sampling techniques were employed in the study. The study employed the sample size of 40 instructors and 120 students who were used as a supplement. Findings revealed that instructors were properly practiced the following domains: they ensured that their test items had content validity; they set tests in such a way that both low and higher achievers could understand the concepts and they outlined the contents before setting the test items. On the other side, some of the instructors were neither aware about the blueprint and Bloom’s taxonomy nor they were using the two. Again, it was noted that feedback was not given to students on time. The findings revealed several challenges facing instructors during test construction practices including large class size, lack of training on test construction preparation and lack of enough resources. Based on study findings, it is recommended that the number of enrolled students should be proportional to the number of available instructors. Instructors should be encouraged to attend seminars/workshops on test construction.