Abstract:
The study assessed teachers' knowledge and competences in the use of multiple-choice randomisation as an assessment technique among selected senior high schools in Ashanti Region. Data for the study was collected using a self-analysing questionnaire. The mixed method and the descriptive research design were adopted for the study. A sample of 317 teachers with at least 5 years of teaching experience were drawn from 11 schools that consisted 3 category A schools and 4 category B and C schools, using a multi-stage sampling technique. Independent t-tests, means, standard deviations, frequencies, and percentages were used to analyze the data. The study's findings demonstrated that senior high school teachers in the Ashanti Region were knowledgeable and competent in using multiple-choice randomisation as an assessment technique. However, time involved in the design and processes in multiple-choice randomisation was the main reason why teachers were reluctant in using it in their assessment. The study also found that senior high school teachers in the Ashanti region support the use of multiple-choice randomisation in assessment as a technique for reducing cheating connected with the use of multiple-choice questions in exams. The findings also indicated that location of teachers did not have any impact on their knowledge with respect to multiple-choice randomisation as well as being competent in using multiple-choice randomisation. Recommendations were made to the Ashanti regional education directorate's assessment unit and heads of the various senior high schools to encourage and motivate teachers to use this technique in examinations. These stakeholders were also encouraged to organize workshops and seminars for teachers on other contemporary issues in assessment to improve their knowledge and competence towards the conduct of efficient and effective examinations at our schools.
