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Improving the quality of assessment instruments in technical and vocational education through application of item response theory (IRT)

The evaluation of the learners’, learning outcomes is basically a product of quality assessment instruments. The assessment instruments in Technical and Vocational Education (TVE) in Nigeria are hitherto standardized using Classical Test Theory (CTT) which is void of consideration of the latent traits. This study therefore ventured into finding the main and interaction effects of Classical Test Theory and Item Response Theory (treatment), gender, school location and school type on students’, achievement in TVE. The study made use of eight (8) schools for both experimental and control groups thereby utilising 2*2*2 factorial design with ANCOVA as the statistical tool. Intact classes were used comprising 1000 participants that is, 500 participants in CTT and IRT respectively.  ,This study revealed that the quality of CTT assessment instruments can be improved upon using the modern test theory (Item Response Theory or Latent Traits Theory).Keywords: Assessment Instruments, Classical Test Theory and Item Response Theory.

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