Reliability Evidence in Mathematics School-Based Assessment (SBA): The Case of Teacher-Made Test in Techiman High School of Ghana

Abstract: Examinations are central to student evaluation in schools, and the reliability of teacher-made tests plays a crucial role in ensuring fair assessment. This study investigates the internal consistency and reliability evidence associated with mathematics teacher-made tests in selected senior high schools in the Techiman Municipal of Ghana. Focusing on Cronbach’s alpha, inter-item correlation, corrected item-total correlation, and split-half reliability coefficients, the study assessed terminal examination results over three academic terms. Findings revealed moderate to high levels of internal consistency across terms, with Cronbach’s alpha ranging from 0.815 to 0.953. These results indicate a generally acceptable level of reliability in school-based assessments (SBA), though variations suggest areas for standardization and improvement. Implications for improving assessment practices and educational policy are discussed.

Assessment, school-based assessment, academic performance, Reliability evidence, Cronbach's alpha, terminal examinations, Teacher-made test.

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