Extensive efforts have conceptualised validity, allowing stakeholders to discuss what makes a good test. However, evidencing validity is only part of the story. While validation informs how a testing policy should be implemented, trust does not necessarily follow from knowledge or evidence. Despite validity often being seen as a component of trust (Simpson & Baird, 2013), the two are rarely explored together. This study examines how teachers perceive validity and trust in the Hong Kong Diploma of Secondary Education Examination (HKDSE) and how validity considerations shape their trust. Part of a larger doctoral project, it follows a mixed-methods design: qualitative interviews with teachers in the first phase, followed by a large-scale survey. For this phase, 38 teachers from 28 secondary schools in Hong Kong were recruited via convenience and snowball sampling. Participants, with at least three years of HKDSE teaching experience, included 23 language teachers, 10 STEM teachers, and 5 from other disciplines. Semi-structured interviews (approx. 40 minutes) were conducted online and analysed thematically using NVivo. Early findings highlight key themes. Teachers referred to validity mainly in terms of decision inference (whether the exam differentiates students appropriately), maintaining academic standards, and scoring accuracy. Some questioned whether the exam’s broad content focus ensures fair differentiation, especially after recent reforms. Regarding trust, political factors surfaced, though often indirectly. Procedural issues, such as exam centres in mainland China and question removals, were noted. Yet, trust appeared more a matter of necessity than belief, given the lack of alternatives.

Authors:
Jane Pokjiing Ho, University of Oxford, United Kingdom

About the Presenter(s)
Pok Jing (Jane) Ho is a doctoral researcher at the Department of Education, University of Oxford. Her research area is educational assessment.

Connect on Linkedin
https://www.linkedin.com/in/pokjingho

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