An Assessment of Secondary Schools' Chemistry Teachers' Knowledge of Objective Test Construction Procedure in Ekiti State.

This study investigated secondary school Chemistry teachers’ knowledge of objective test construction procedures in Ekiti state, examining differences between qualified/unqualified, experienced/inexperienced, and male/female teachers. Using a descriptive survey design, data was collected from 100 Chemistry teachers (60 male, 40 female) through a structured questionnaire. The findings revealed that qualified teachers demonstrated significantly better knowledge of test construction compared to unqualified teachers. Similarly, experienced teachers showed higher proficiency than inexperienced teachers. However, no significant gender differences were found in test construction knowledge. This suggests that professional experience plays a vital role in developing and refining assessment skills. There was no significant difference between male and female teachers' knowledge of test construction procedures. This indicates that gender does not influence teachers’ ability to construct objective tests effectively. The study recommends regular professional development workshops, mentorship programs for inexperienced teachers, and standardized guidelines for objective test construction. Additionally, unqualified teachers should be encouraged to obtain formal qualifications in educational assessment techniques. These findings contribute to understanding the role of qualification, experience, and gender in Chemistry teachers’ assessment practices.