This study examined mathematics teachers’ knowledge of multiple-choice test construction in public junior secondary schools in Mubi education zone of Adamawa state, Nigeria. The study adopted a descriptive survey research design. The population of the study consist of all public junior secondary school mathematics teachers in the five Local Government Areas of Mubi education zone, Adamawa state. Three research questions were raised and two hypotheses were formulated. Data were collected using structured questionnaire titled Multiple-Choice Test Construction Competency (MCTCC). Mean score was used to answer the research questions, while chi-square and t-test statistic were used to test the hypotheses at 0.05 level of significance. Results from the study showed an acceptable level of competence in multiple-choice test construction of public junior secondary school mathematics teachers in Mubi education zone; however, there is a significant difference between professional and non-professional mathematics teachers’ competence in multiple-choice test construction. This competency of professional teachers is influenced by workshops, training, years of experience, access to resources on assessment design, educational background, professional development programmes and collaborative discussions. Furthermore, the findings of the study revealed that public junior secondary school mathematics teachers in Mubi education zone do not use item analysis in determining the quality of multiple-choice items they construct. Based on the findings, some recommendations were made, such as training non-professional teachers in teacher education should be done by the state government so as to enhance their assessment skills.

Keywords: Multiple-Choice items, Assessment, Test, Construction Competence, items analysis.