This paper reports the development and validation of the Teacher Formative Assessment Literacy Scale (TFALS). This instrument intends to assess the conceptual, practical, and social-emotional aspects of formative assessment literacy. Survey data was collected from 585 teachers in Hong Kong primary and secondary schools. Exploratory factor analysis suggests a three-factor structure, while confirmatory factor analysis supports this structure. Rasch analysis provides further support to the scale dimensionality and item quality. In addition, the relations between teachers’ performance on this scale and their formative assessment practices demonstrate external validity. Finsings suggest that TFALS is a reliable and valid instrument for teacher formative assessment literacy and can benefit the design and evaluation of teacher professional development programmes.
The development and validation of the teacher formative assessment literacy scale
SERAFINA PASTORE
2022-01-01
Abstract
This paper reports the development and validation of the Teacher Formative Assessment Literacy Scale (TFALS). This instrument intends to assess the conceptual, practical, and social-emotional aspects of formative assessment literacy. Survey data was collected from 585 teachers in Hong Kong primary and secondary schools. Exploratory factor analysis suggests a three-factor structure, while confirmatory factor analysis supports this structure. Rasch analysis provides further support to the scale dimensionality and item quality. In addition, the relations between teachers’ performance on this scale and their formative assessment practices demonstrate external validity. Finsings suggest that TFALS is a reliable and valid instrument for teacher formative assessment literacy and can benefit the design and evaluation of teacher professional development programmes.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
