International Council for Education, Research and Training

Assessment Of Test Scoring Knowledge Of Lecturers In Tertiary Institutions In Zamfara State, Nigeria

Sani, Sadiya Hamza1 and Usman, Bashir2

1Faculty of Education, Education Department, Bayero University, Kano.

2Quality Assurance Service Department, Ministry of Education H/Q Gusau, Zamfara State


Scores in tertiary institutions act as bench mark for determining proportion of students’ learning outcome, placement and graduation. This study assessed test scoring knowledge of tertiary institution lecturers in Zamfara State. The study determined proportion of lecturers with high, moderate and low scoring knowledge. It also finds out whether significant differences exist in lecturers’ tests scoring knowledge by field of knowledge. The study answered one research question and tested one hypothesis at 0.05 level of significance. Population of this study consists of 300 lecturers in Zamfara State that were sampled through multi stage sampling. Survey design was employed for the study. An adapted instrument titled Teachers Test Scoring Scale (TTSS) was used for data collection. Similarly, out of 300 instruments administered to lecturers only 289 were retrieved, yielding 96.3% response rate. ANOVA was used for data analysis. The study result revealed that 13% of lecturers were ranked having high knowledge of test scoring, 66% moderate and remaining 21% have low knowledge of test scoring. The finding also revealed that there is no significant difference in lecturers’ test scoring knowledge by field of knowledge. From the finding it was recommended that in-service training, workshop, monitoring of assessment from test construction to test scoring and assessment policy such as preparing marking scheme can improve credibility in test scoring. Hence, enhance accurate and consistent students’ test scores.

KeywordsTest Scoring Knowledge, and Lecturers’ Field of Knowledge.

Impact Statement

The findings of the studies makes an input in the present state of tests scoring knowledge in tertiary institutions of Nigeria. It help tertiary institutions determine the existence or other wise of inadequate scoring knowledge among their lectures and need for in-service training on assessment practice. The result of this studies encourage tertiary institution to enforce rigorous use of assessment skills through ensuring that lecturers have the necessary knowledge, skills and attitude on marking/scoring tests which is important in improving assessment practice.

For educational establishment the result of this study serves as tool of diagnosing lecturers’ strength and weakness in assessment practice, especially in the area of test scoring. It also helps in shaping and reshaping of the curriculum. In addition, it helps in implementing, supervising and monitoring tertiary institution, government policies and decision making concerning tertiary institution.

About The Athor









Department of Education, Faculty of Education, Bayero University, Kano. Nigeria


BSC (ED) Biology, M. (ED) Tests and Measurement, PhD (Tests and Measurements)


12 years












Education Quality Assurance Service Department. Ministry of Education, Science and Technology Gusau, Zamfara State. Nigeria


NCE (Geography & Social Studies), BSC. (ED) Geography,   M. (ED) Tests and Measurement


2008-Date (15 YEARS)






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