Abstract
This qualitative study examines the roles, obstacles, and strategies employed by educators and policymakers in pursuit of test validity and accountability in Omani higher education. The study provides an insider's perspective on the process of test validation based on in-depth, semi-structured interviews with a small, diverse sample of exam committee members and policymakers. The findings highlight the central role of instructors in assuring the validity of tests, as well as the supporting roles of policymakers and exam committee members. The absence of comprehensive assessment literacy is identified as a significant challenge, prompting the proposal of a customized Accountability Interpretive Use Argument (IUA) framework. This revised IUA supports a collaborative, iterative validation process, highlighting the need for ongoing professional development in the assessment field and the recognition of expertise. While the study focuses on the Omani context, the proposed solutions may be applicable to other educational contexts with similar characteristics. The implications of the research contribute to the ongoing discussion about effective assessment practices in higher education, providing a foundation for future research on test validity and accountability.
Author Information
Ibtisam Alrushaidi, University of Technology and Applied Sciences, Oman
Paper Information
Conference: BCE2023
Stream: Assessment Theories & Methodologies
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Alrushaidi I. (2023) Ensuring Test Validity and Accountability in Omani Higher Education Institutions: Findings, Implications, and a Modified Framework ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings (pp. 767-783) https://doi.org/10.22492/issn.2435-9467.2023.61
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.61
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