English language assessment in Nepal: policies, practices and problems

Abstract

The present study focused on the test materials and curriculum policies, as well as the perspectives of the testers and moderators, to examine how the English language test for secondary education examinations in Nepal is developed, what principles and criteria govern test production, and what factors impact this process. Participants were selected using a purposive sampling method. The findings indicated a range of circumspection, compliance, and context-aware methods, demonstrating the continuation of questionable test design procedures and practices. These replies backed ritualized design approaches that downplay test validity and reliability worries and hide the fundamental principles of the educational system by categorizing students into achievers and failures. Importantly, the findings revealed the need to scrutinize the test design itself. Future research is also recommended based on factors and stakeholders.