Abstract:
While the Examination Council of Lesotho (ECOL) is
burdened with a huge workload of assessment tasks, their procedures
for developing tests, analysing items, and compiling scores heavily rely
on the classical test theory (CTT) measurement framework. The CTT has
been criticised for its flaws, including being test-oriented, sample
dependent, and assuming linear relationships between latent variables
and observed scores. This article presents an overview of CTT and item
response theory (IRT) and how they were applied to standard
assessment questions in the ECOL. These theories have addressed
measurement issues associated with commonly used assessments, such
as multiple-choice, short response, and constructed response tests. Based
on three search facets (Item response theory, classical test theory, and
examination council of Lesotho), a comprehensive search was conducted
across multiple databases (such as Google Scholar, Scopus, Web of
Science, and PubMed). The paper was theoretically developed using the
electronic databases, keywords, and references identified in the articles.
Furthermore, the authors ensure that the keywords are used to identify
relevant documents in a wide variety of sources. A general remark was
made on the effective application of each model in practice with respect
to test development and psychometric activities. In conclusion, the
study recommends that ECOL switch from CTT to modern test theory
for test development and item analysis, which offers multiple benefits
