This study investigated the extent to which tutors' adherence to the objectives of test construction enhances quality assessment procedures in teachers’ colleges in the Kilimanjaro region. The study employed a convergent research design under a mixed methods approach, guided by the Value-Added Theory. The target population included seven (7) teachers’ colleges in Kilimanjaro Region, comprising seven (7) college principals, seven (7) academic tutors, and 150 tutors. Through census sampling and total population sampling, the study selected a sample of six (6) teachers’ colleges, six (6) college principals, six (6) academic tutors, and 120 tutors. Quantitative data were collected using questionnaires, while qualitative data were collected through interview guides and document analysis guide. The validity of data collection instruments was established by consult research experts at Mwenge Catholic University (MWECAU), and a pilot study was conducted in one Teachers’ Colleges to test the tools. Reliability for Likert-type items from questionnaires was ensured through Cronbach’s Alpha, which yielded a coefficient of 0.879 for tutors, indicating high reliability. The trustworthiness of qualitative data collection instruments was ensured through triangulation. Quantitative data were analyzed using descriptive statistics through SPSS version 27, while qualitative data were subjected to thematic analysis. Ethical considerations were strictly observed throughout the study; informed consent was obtained from all participants, and confidentiality and anonymity were maintained. Findings indicated that tutors in teachers’ colleges across the Kilimanjaro region aligned test items with curriculum objectives, covered various learning domains, prepared valid and reliable assessments, and incorporated student feedback to enhance assessment quality to a high extent. The study concludes that tutors adhere to test construction objectives to a high extent, thereby promoting fairness, reliability, and competency-based assessment practices in teacher education. Summarize. The study recommended that tutors should be continuously provided with regular training on test construction, item writing, and assessment standards aligned with national guidelines to ensure consistent and effective assessment practices.
Tesha et al. (Wed,) studied this question.