Assessing teachers’ strategies in formative assessment: The teacher formative assessment practice scale

Zi YAN, Serafina PASTORE

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

A significant challenge in studying formative assessment is the lack of suitable instruments for assessing teachers’ formative assessment practices. This paper reports the development of the Teacher Formative Assessment Practice Scale (TFAPS) and its psychometric properties based on two samples of primary and secondary school teachers: one from Hong Kong (N = 449) and the other from Italy (N = 309). Exploratory factor analysis identified two distinct factors, including teacher-directed formative assessment (TdFA, six items) and student-directed formative assessment (SdFA, four items). The confirmatory factor analysis supported this two-factor structure. Rasch analysis provided further psychometric evidence regarding scale dimensionality and item quality. This study suggests that TFAPS is an appropriate instrument for assessing teachers’ formative assessment practices, but the cultural influence on teachers’ formative assessment practices should be noted in the applications of the instrument. Copyright © 2022 The Author(s).

Original languageEnglish
JournalJournal of Psychoeducational Assessment
Early online dateMar 2022
DOIs
Publication statusE-pub ahead of print - Mar 2022

Citation

Yan, Z., & Pastore, S. (2022). Assessing teachers’ strategies in formative assessment: The teacher formative assessment practice scale. Journal of Psychoeducational Assessment. Advance online publication. doi: 10.1177/07342829221075121

Keywords

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

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