Adebule Samuel Olufemi, Awodele Babatunde Adedeji


This study compared the effectiveness of Conventional Testing (CT), Liberal Marking (LM) and Confidence Sharing (CS) of scoring objective test in Chemistry. It examined which of the three scoring methods is more effective, reliable and valid. These were with a view to enhancing the reliability and validity of chemistry objective test for standard assessment. The population for the study comprised of senior secondary school three (SSSIII) students in Osun State. The sample consists of 150 SSSIII chemistry students in their intact classes from three randomly selected schools and in three randomly selected local government areas of the state. The classes were randomly assigned to the three scoring methods. The instruments used for this study were Chemistry Multiple-choice Test. The 40-item Chemistry multiple-choice test was administered on the students in each school. Three scoring methods used to score the test items. Data collected were analysed using Kuder-Richardson (kp-21) formula and fisher Z-test. Result obtained revealed that significant different existed in the reliability coefficient of CT, LM and CS (fc=1.444195; p<0.05) df (2,147). There is no significant difference existed among CT, LM and CS in the validity of the test score. CS performed better than LM at observed mean different of 2.2.0000 P<0.05. While LM is better than CT at mean observed different of 0.78451. It was therefore, concluded that CS could be used to authentically assess Chemistry students’ performance and able to identify students with genuine learning difficulties


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conventional testing, liberal marking, confidence sharing, test effectiveness, psychometric properties


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