AMJD Volume. 10, Issue 1 (2021)

The study investigated the proportion of Nigerian Junior Secondary School Mathematics teachers that used various instruments in the assessment of students in Mathematics. The study employed non-experimental design of survey research type, and a sample of 63 Mathematics teachers were selected through purposive sampling technique. A 27 items adapted questionnaire with content validity and reliability index of 0.82 and 0.76 respectively was used to gather data for the study. Frequency counts and percentages were used to analyse the data. Finding showed that majority of Mathematics teachers often use written test and assignment and neglect other assessment instruments. A few percentages (16.4%) of the teachers didn’t construct their items themselves but rely on other sources. Also, it was remarked that about 80% of the teachers assessed items that covered Remembering and Understanding while Applying, Analyzing, Evaluating and Creating suffered neglect. Between 54% and 81% of the teachers failed to assess the item difficulty, item discrimination and distracter index during validation process of test instruments in mathematics class. Lastly, about 10% of the teachers botched to give feedback and remediation to students after diagnostic assessment. It is recommended that teachers should be encouraged to construct test items that emphasize higher level of cognate demand as determined by new Bloom’s taxonomy