Using semi-structured interviews with exam committee members and policymakers, this qualitative study explores the processes of test validity and accountability in Omani higher education institutions. It provides key insights into their respective duties and responsibilities, illuminating how these vital stakeholders navigate test validation and ensure score accountability. The findings disclose a substantial reliance on instructors for test validity and a focus on accountability by policymakers, highlighting a deficiency in assessment literacy. However, an iterative process reveals that these stakeholders are continuously, albeit independently, validating individual and aggregate scores. To address the identified literacy deficit and improve collaborative practices, this study proposes a modified Accountability Interpretive Use Argument (IUA) framework that is adapted to the Omani context. This revised framework emphasizes the bidirectional process of validation, advocating for teachers and policymakers to be assessment-literate and actively involved in decisions regarding the validity and accountability of standardized tests. Given the provision of appropriate professional development and recognition of expertise in the higher education sector, the study concludes that a culture of validation that is consistent with disciplinary norms and local practices can be fostered. Although the sample size was small and limited to Omani institutions, the study's findings may provide valuable insights for analogous contexts and inform future educational assessment research.

Authors:
Ibtisam Alrushaidi, University of Technology and Applied Sciences & Rustaq College of Education, Oman

About the Presenter(s)
Ms Ibtisam Alrushaidi is a University Assistant Professor/Lecturer at University of Technology and Applied Sciences, Rustaq College of Education in Oman

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