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Teacher Made Tests (TMT) over the years have been challenged by having some deficiencies in the critical qualities of a good test. Students at various levels of education were found to be performing wonderfully in Teacher-Made Tests. However, these students in most cases are incapable of passing standardized achievement tests such as Senior Secondary School Examinations organized by West African Examination Council (WAEC) or National Examination Council (NECO). This study evaluated Teacher Made Economics Tests (TMETs) in Kano State Senior Secondary Schools to find out the logical validity of tests. It specifically compared the cognitive objectives tested (observed) by TMETs with that of the National Curriculum (expected). The study also investigated teacher qualification differences in the logical validity of the Teacher-Made Economics Tests. The study employed an ex-post-facto design in the conduct of the research. Five hundred and seven (507) sampled TMTs from 169 Economics teachers were collected and evaluated using the table of specification constructed by the researcher. One sample t-test and ANOVA were used to test the hypotheses of the study. The findings of the study revealed a significant difference between the objective sampled in the TMETs and the cognitive objectives prescribed by the national curriculum, which indicates low logical validity. It also shows a significant difference between the teachers in various categories of qualification in ensuring logical validity in their TMETs. Finally, the study recommends among others the construction and use of a table of specification before planning any instruction and test construction.

Transforming Teacher Made Economics Tests Construction in Kano State Secondary School to Global Level of Relevance and Competitiveness