Abstract
This research aimed to investigate the practices employed by school teachers in selected divisions of region 10 to ensure the validity and reliability of assessment tools. The study explored the types of assessment tools used for formative and summative evaluations, teachers' practices in ensuring validity and reliability, challenges faced, and proposed interventions. The methodology involved a descriptive-qualitative approach, utilizing a non-probability sampling technique for selecting participants through interview questions conducted via online video conferencing. Thematic analysis was applied to the gathered data for interpretation.The findings indicate a commitment to a multifaceted evaluation approach, encompassing a diverse range of formative and summative assessment tools. For formative assessments, tools such as assignments, quizzes, discussions, and collaborative methods are identified, emphasizing alignment with learning objectives for validity and immediate feedback for reliability. In summative assessments, a blend of traditional and innovative methods is observed, requiring careful consideration of validity, particularly in measuring intended learning outcomes. The study recommended that future researchers delve deeper into the effectiveness of various assessment tools and explore collaborative methods' impact on validity and reliability. School heads are encouraged to foster a dynamic assessment culture, supporting teachers in integrating diverse tools. Teachers are advised to adopt a balanced approach, incorporating a mix of tools for comprehensive evaluation, and emphasizing active student participation, customization, and immediate feedback for validity and reliability.This research provided insights into enhancing assessment practices, contributing to the ongoing dialogue on effective evaluation methods in secondary education.
