Abstract

The study examines the teachers' factors and assessment knowledge of test items formats among teachers in Lagos state. This study adopted the survey research design. Four research questions and three hypotheses were formulated to guide the study. The population for this study consisted of all. In-service teachers in Education District I and V in Lagos State. The samples for this study are sixty (60) teachers. In selecting schools for the study, stratified sampling technique was used. The study used a self-structure questionnaire to collect data from respondents. The results revealed an insignificant relationship between gender (r = -.076, p> 0.05), academic qualification (r = -.173, p> 0.05), teaching experience (r = -.104, p> 0.05). and in-service teachers' extent of knowledge of tests items formats. Despite these findings, it was concluded that certain factors such as teachers' gender, teaching experience and academic qualification should not be downplayed when it comes to teaching and evaluation of learning outcomes using standardized tests items formats. Also, government should keep making provisions for teachers to attend workshop, seminars, and conferences on assessment procedure in order to ameliorate the failure rate associated with teacher's inability to utilize a valid assessment tool in learner's evaluation.