Validity and reliability issues in virtual assessment: A mixed-method approach to investigate HSC level teachers practice in Bangladesh

Abstract

Over time, global, economic, social and educational diagram has transformed significantly during this pandemic. Whether this transition was smooth or not, in Bangladesh, education system has shifted online without considering the standard measurement of education such as valid and reliable assessment. Assessing students is the method of identifying, choosing, creating, gathering, evaluating, understanding, as well as utilizing data to optimize their performance and progress. In case of online assessment, certain criteria have been suggested such as employing summative assessment for formative practice, combination of different modes, methods and techniques/ instrument, authentic task, formative feedback, multidimensional approach etc. which ensure the validity and reliability of virtual assessment. But in Bangladeshi context, whether this sudden shift from offline to online is able to fulfill the criteria that ensure the coexistence of validity and reliability. To investigate the whole picture of online assessment, this study has incorporate qualitative and quantitative data collected from six purposefully selected in-service higher secondary level teachers. Semi structured online interview and document observation such as question paper and obtained marks of students have used for this study. This study explores the contemporary picture of online English language assessment in Bangladesh. This article discusses, relying on the validity and reliability criteria suggested by various author, what types of assessment they implement, how they integrate technology in assessment, what they expect from the learners and how many criteria of validity and reliability they follow. It suggests that with the blockage of authority, teacher follows the summative assessment which could not match the objectives of NCTB but their own. Being found online exam easier, MCQ exam is more valid as the teacher put more efforts in task and approach designing whereas written exam is designed for offline but conducted online in unproctored manner. I hope these initiatives can help other EFL teachers conducting exam online maintaining the standard quality by fulfilling the validity and reliability criteria.