Reliability and Validity in Classroom-Based Assessment (CBA)

Classroom-based assessments (CBA) play a crucial role in the learning process, making a thorough examination of their reliability and validity essential.The objective of this research is to reconceptualize the notions of reliability and validity in classroom-based assessments and identify the factors influencing these attributes.This study employed a mixed-methods approach, collecting quantitative and qualitative data through questionnaires, interviews, and classroom observations.The study population included teachers and students from secondary schools, with a sample consisting of 100 teachers and 300 students.The instruments used were structured questionnaires, semi-structured interviews, and classroom observations.The findings indicated that teacher experience and education level, teaching methods, and school type significantly influence the reliability and validity of assessments.The results suggest that improving these factors can enhance the quality of classroom assessments and subsequently improve the student learning process.