Despite repeated calls to integrate psychomotor (psycho-productive) competencies into the chemistry curriculum of Nigerian Colleges of Education (COEs), no context-specific, reliable, and valid instrument exists to measure these skills in Nasarawa State. This study developed and validated the Chemistry Psycho-Productive Skills Test (CPPST) for pre-service chemistry teachers in the state’s COEs. A mixed-methods, multi-phase design was adopted. In Phase 1, a 60-item draft instrument was generated from a national curriculum review, expert panels (n = 11), and critical incident interviews with chemistry teachers (n = 15). Phase 2 pilottested the draft on 180 Year-2 students across three COEs. Exploratory factor analysis (EFA), item–total correlations, and Cronbach’s α were used to reduce the pool to 45 items. Phase 3 administered the refined 45-item CPPST to 420 Year-2 and Year-3 chemistry students (males’ age = 20.4 ± 2.1 years; 58 % female). Confirmatory factor analysis (CFA), cross-validation, criterionrelated validity (against practical examination scores), and inter-rater reliability were computed. The results showed that a five-factor, 35-item CPPST emerged (χ²/df = 1.94, CFI = 0.96, TLI = 0.95, RMSEA = 0.047, SRMR = 0.039). Factors were labelled: (1) Manipulative and apparatus handling, (2) Observational and sensory discrimination, (3) Experimental design and procedural sequencing, (4) Safety and laboratory ethics, and (5) Data recording & interpretive reporting. Internal consistency was high (α = 0.91; ω = 0.93). Two-week test–retest reliability was r = 0.86. The CPPST correlated moderately with end-ofsemester practical scores (r = 0.63, p < .001) and with the existing Lawson’s Classroom Test of Scientific Reasoning (r = 0.51). No significant gender or COE-type bias (p > .05) was observed. Conclusively, the CPPST offers Nasarawa State COE chemistry lecturers a standardized, defensible tool for formative and summative assessment of psycho-productive skills, aligning with the National Commission for Colleges of Education (NCCE) 2023 Benchmark Minimum Academic Standards (BMAS). Therefore, it should be adopted by COE chemistry departments for continuous assessment and be integrated into the NCCE national practical examinations blueprint.