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There is debate about the need for pilot studies in qualitative research and limited publications on its usefulness as a part of a mixed methods study which includes a qualitative phase. This qualitative pilot study was a part of a multiphase mixed methods research which investigated the nature of assessment in Jamaican secondary schools. The larger study aimed at developing a model for more effective implementation of formative assessment in the teaching of English at the secondary level. This article discusses the value of pilot studies in qualitative research in general and as a part of a multiphase mixed methods research. The qualitative pilot study was valuable in helping me to refine the research protocols, pre-empt possible challenges and increase my training and confidence in conducting qualitative research. Consequently, it added to the legitimation on the overall mixed methods research. Qualitative pilot studies are necessary especially for novice qualitative and mixed methods researchers.

The research context should be carefully considered in qualitative, quantitative, and mixed methods research as it influences the efficacy of the processes and outcomes. This paper describes how contextual factors in the teaching of English in Jamaican secondary schools led to changes in the Wiliam and Thompson (2007) formative assessment framework. Data collected through interviews and observations of 32 teachers of English in the qualitative phase of a mixed-methods study reinforced the conceptualization of formative assessment as a unified framework. However, they elucidated the manifestations of Jamaica’s colonial past and the language context in Jamaican classrooms that necessitated changes to a widely accepted framework. Changes were made to the sequencing of the five aspects to ensure a more effective implementation of the framework in the Jamaican context.

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School-based assessments (SBAs) were introduced to improve the validity and authenticity of public examinations across the globe. However, associated with this addition were issues related to teacher involvement, lack of effective material support, and student competence. There were also issues related to reliability and validity in SBAs which led to the conclusion that while reliability is a pre-condition for validity, it is also in tension with it. This paper assesses the extent to which this paradox is evident in SBAs by examining the measures taken by the Caribbean Examinations Council (CXC) to ensure the reliability and validity of its SBAs. The paper also discusses which of the qualities should be paramount and why. It concludes that the paradoxical relationship between reliability and validity is evident in SBAs. Additionally, it argues that validity should be paramount in SBAs because reliability is a pre-condition for validity, albeit a critical one.