Development and Validation of a Self-Reported Assessment Literacy Instrument for Teachers
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| Title: | Development and Validation of a Self-Reported Assessment Literacy Instrument for Teachers |
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| Language: | English |
| Authors: | Jetro Gardon, Maricar Prudente, Auxencia Limjap |
| Source: | Anatolian Journal of Education. 2025 10(2):71-84. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Self Evaluation (Individuals), Assessment Literacy, Test Construction, Test Validity, Science Teachers, Foreign Countries, Factor Structure, Test Reliability |
| Geographic Terms: | Philippines |
| ISSN: | 2547-9652 |
| Abstract: | Assessment literacy is currently gaining attention because of its relevance to teachers' instructional practices and students' performance. Previous studies showed that Filipino teachers have low to mid-level assessment literacy. Therefore, it is crucial to determine how teachers view their assessment literacy. This study aimed to develop and determine the validity and reliability of the Self-Reported Assessment Literacy Instrument. Five experts on science education validated the instrument. After revising it based on the validators' comments and suggestions, it was pilot-tested on 42 science teachers. After a series of minor revisions based on the pilot results, the instrument was administered to 107 teachers. The exploratory factor analysis of the results revealed that it almost followed the three-dimensional model of assessment literacy. The findings also showed that the instrument is reliable and valid for surveying self-perceived assessment literacy. Therefore, it is recommended for use in measuring self-reported assessment literacy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484755 |
| Database: | ERIC |
| Abstract: | Assessment literacy is currently gaining attention because of its relevance to teachers' instructional practices and students' performance. Previous studies showed that Filipino teachers have low to mid-level assessment literacy. Therefore, it is crucial to determine how teachers view their assessment literacy. This study aimed to develop and determine the validity and reliability of the Self-Reported Assessment Literacy Instrument. Five experts on science education validated the instrument. After revising it based on the validators' comments and suggestions, it was pilot-tested on 42 science teachers. After a series of minor revisions based on the pilot results, the instrument was administered to 107 teachers. The exploratory factor analysis of the results revealed that it almost followed the three-dimensional model of assessment literacy. The findings also showed that the instrument is reliable and valid for surveying self-perceived assessment literacy. Therefore, it is recommended for use in measuring self-reported assessment literacy. |
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| ISSN: | 2547-9652 |
