Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale

Zi YAN, Serafina PASTORE

Research output: Contribution to journalArticlespeer-review

Abstract

Despite the critical role of formative assessment in instruction, there is a lack of theory-driven instruments that specifically assess teachers’ formative assessment literacy. This paper reports the development and validation of the Teacher Formative Assessment Literacy Scale (TFALS). The instrument was developed on a three-dimensional model of formative assessment, aiming at assessing the conceptual, practical, and socio-emotional aspects of formative assessment literacy. Survey data were collected from 585 teachers in Hong Kong primary and secondary schools. Exploratory factor analysis suggests a three-factor structure, and confirmatory factor analysis supports this structure. Rasch analysis results further support its scale dimensionality and item quality. In addition, the relations between TFALS scores and teachers’ formative assessment practices demonstrate the instrument’s external validity. Overall, the results suggest that the TFALS is an appropriate instrument for assessing teachers’ formative assessment literacy. The potential of using the TFALS in research and practice is discussed. Copyright © 2022 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number101183
JournalStudies in Educational Evaluation
Volume74
Early online dateJul 2022
DOIs
Publication statusPublished - Sep 2022

Citation

Yan, Z., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74. Retrieved from https://doi.org/10.1016/j.stueduc.2022.101183

Keywords

  • Formative assessment
  • Formative assessment literacy
  • Scale development
  • Validation
  • Teacher professional development

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