Dhaka University is contemplating a significant change by proposing separate Science Unit (Ka unit) question papers for Bangla-medium and English-medium candidates to align with their respective curricula. This initiative aims to address the discrepancy in educational backgrounds between Bangla-medium, English-medium, and madrasa students, thus enhancing inclusivity in the university admission process.
While the move towards inclusivity is commendable, it is imperative that any changes made are supported by scientific evidence to ensure fairness in the assessment process. As a Professor of Psychology specializing in psychometrics, I emphasize the importance of adopting a system that is valid, reliable, comparable, and fair for all applicants.
One pivotal consideration is whether the separate question sets would effectively measure the same underlying abilities across different student groups. Establishing construct equivalence is essential to ensure that the assessment accurately evaluates the skills and knowledge of all test-takers, regardless of their educational background.
Another crucial aspect to address is how applicants will be ranked if separate question sets are implemented. It is vital to determine whether scores will be ranked separately based on the curriculum or merged into a unified merit list, supported by a transparent scientific rationale.
Drawing from the principles of modern psychometrics used in international examinations like SAT, GRE, and TOEFL, it is possible to administer multiple versions of an examination while maintaining score comparability. Techniques such as Item Response Theory (IRT), test equating, and DIF analyses can help ensure that scores from different question sets are comparable and reflective of the candidates’ abilities.
To enhance the fairness of MCQ-based examinations with separate question sets, including common anchor items in both versions can facilitate score comparison and equating. Through meticulous test equating procedures and rigorous item analysis, it is possible to align scores from different question sets onto a common reporting scale while upholding fairness and accuracy.
If Dhaka University proceeds with the proposed reform, conducting a pilot study, establishing a calibrated item bank, designing examinations with common anchor items, and involving a psychometric team for equating analyses are essential steps to instill confidence in the process. Transparent reporting of reliability, validity, and equating results, along with seeking advice from a panel of experts, will further strengthen the credibility of the admission process.
Admission examinations play a crucial role in shaping educational opportunities for students, and it is essential that decisions regarding assessment methods are grounded in scientific evidence to ensure fairness and inclusivity for all applicants. By implementing robust psychometric practices and transparent evaluation, Dhaka University can demonstrate that inclusivity and fairness can coexist harmoniously in the admission process.