EFFECTIVENESS OF TEACHER-MADE TESTS IN GOROMONZI DISTRICT PRIMARY SCHOOLS
Abstract
This study sought to establish the effectiveness of teacher-made tests on the performance of
pupils in Goromonzi District in Mashonaland East Province in Zimbabwe. The study used the
positivistic paradigm and adopted the descriptive survey design. The population comprised of all
primary schools in Goromonzi district. The sample consisted of 240 teachers from 30 schools
randomly selected. Each school provided 8 teachers for the study. Of the sample respondents
130 were female and 110 male. All the information was collected through a questionnaire which
had both close-ended and open-ended questions. Descriptive statistical analysis was used to
interpret data. The results of the study indicate that teacher-made tests are given to pupils in the
schools and there was overwhelming acceptance by the respondents that these tests helped to
improve the academic performance of pupils. It was also found that most teachers did not have
knowledge about the standard procedures of constructing, marking, scoring and grading of tests.
The study recommends that there was need for schools to conduct staff development
programmes to equip teachers with skills to construct teacher-made tests
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