Conditional Process Modeling of Experience and Background on Skills and Adherence to Test Construction Principles

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 3
  In Roundtable Session: Rethinking Constructs and Measurement: Insights from Empirical Evidence

Abstract

Effective student assessment is one of the indicators of quality education. This kind of assessment thrives on competent teachers who strictly adhere to recommended principles of assessment. Acknowledging that the relationship between teacher competency and adherence could be complex, in this study, we explored the moderated moderation and moderated mediation roles of teacher experience, professional background, and attitudes in the link between teacher skills and adherence. Using a cross-sectional survey of 342 teachers, we modeled this complex relationship using the moderated moderation model and conditional process model by Hayes. The study showed that professional background moderates the moderation effect of experience on skills and adherence. Additionally, professional background regulated the mediation effect of attitude towards test construction.

Authors

• Francis Ankomah, Ohio University

• Frank A Oppong, Ohio University

• Regina Nugba, University of Cape Coast

• Salima Jallow, Ohio University