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This study investigated random and systematic errors in 2024 NECO SSCEMathematics Multiple Choice Test Items among senior secondary school three students in Ethiope East Local Government Area, Delta State Nigeria.The study specifically assessed extends’ of random and systematic errors and also the difference between observed random and systematic errors in 2024 NECO SSCE mathematics multiple choice test items administered to examinees in 2024.Three research questions guided the study.The study adopted a survey research design on a population of 1,270 SSS III students in Ethiope East Local Government Area of Delta State The sample size was 320 selected through random sampling techniques in two stages.The instrument used for data collection was adopted from NECO.The instrument was the official NECO standardizedachievement mathematics multiple choice 60 test items with four options A-D administered and used for the in-school Senior School Certificate Examination (SSCE) in 2024. The instrument was not validated because it was standardized. For the reliability of the instrument, it was administered on twenty students twice with three weeks’ time gap and subjected to Pearson Product Moment Correlation statistics to establish its dependability.The reliability coefficient of .84 was obtained.The data used for the study were collected independently by the researcher with the assistance of classroom teachers. Data were analysed using CrobachAlpha, Paired t-test and variance statistics respectively in R software. Findings revealed that the 2024 NECO SSCEMathematics multiple-choiceitemsexhibited 15.6% random error, 6.09% systematic error, suggesting a small but significantlevel of consistent bias in measurement with random error of 90.48% substantially higher than systematic error of 9.52%. It was concluded that the 2024 NECO SSCE Mathematics multiple-choice test items were more affected by unpredictable inconsistencies than by systematic bias. It was therefore recommended that item development procedures need to beenhanced by NECO in order to improve in the aspect of item-writing, moderation, and pilottesting processes to ensure all multiple-choice items are clear, discriminating, and free from x ambiguity that could increase random error. Also, that teachers; should adequately exposure students to standardized testing conditions and develop classroom assessments aligned withNECO standards to minimize performance fluctuations in summative assessment
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