5,000 2,500

Background of the Study
Over the years, classroom assessment has followed traditional paper-based
testing. Through this manual approach, related testing processes including item
preparation; test management and administration were undertaken as paper and
pencil work. In that dispensation, test item baking was also paper-based. Such vast
resources were difficult to extract for handy usage in classroom situation as needs
arise. This in turn contributed to negative teacher-attitude as technical drawing
teachers minimized frequent/regular testing. In extreme cases, such teachers evade
tests or embark on haphazard testing to fulfill duty demands with its attendant poor
education system productivity.
The prevailing situation reflected in poor senior secondary school certificate
examination candidates’ performances. This as well is depicted in low technical
drawing school-leaver quality to a growing public concern. In this regard,
Akaigwe (2012), stated that senior secondary school certificate examination
(SSSCE) bodies (the West Africa Examinations Council-WAEC, and National
Examinations Council-NECO) have been recording 90 per cent failure rates in
recent years. Reiterating, WAEC (2003-2007), reports indicated general poor
performance in most subjects of their SSSCE and particularly in technical drawing.

Preliminary survey probed poor senior secondary school certificate
examination performance in technical drawing between 2001 and 2010. The
investigation identified near-absent development/adoption of computer-based
technology (CBT) for test management and administration (integrating raw scores
reporting) as well as haphazard testing among other related factors. A good test
should be conceived of as a teaching device which offers feedback for directional
instruction, objective-based learning for progression and remediation occasioned
by failure to meet up presented objectives.
A test is an instrument for measuring learning achievement and other related
influences such as school location, gender, and periodic testing rates of individuals
involved in an educational or training programme. Tests often precede examination
and such cumulative scores form the total performance on the subject for a period
of study. Tests are useful for motivating and structuring students’ morality in their
preparation for examinations. Examination is test in a broader sense prescribed for
regular periods and the terminal certification for completion of an educational
programme. According to Fasasi (2006), examination is an instrument for
decision-making. Consequent upon examination performance, admission into an
education programme, advancement in an ongoing education course or
certification of programme completion is conferred on the affected individual. This
work considers test by extension to mean

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