Measuring teaching assistants’ efficacy using the Rasch model

Zi YAN, Chun Wai LUM, Tze Leung Rick LUI, Sing Wa Steven CHU, Ming LUI

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3 Citations (Scopus)

Abstract

Teaching assistants (TAs) play an influential role in primary and secondary schools. But there is an absence in literature about the TA’s efficacy, and to date no instrument is available for measuring TA’s efficacy. The present study aims to develop and validate a scale (Teaching Assistant Efficacy Scale, TAES) for measuring TA’s efficacy on identified capabilities. A total of 531 teaching assistants from Hong Kong schools participated in the survey. The multidimensional Rasch model was used to analyse the data. The results revealed that a 5-dimension structure of TA’s efficacy was supported. The final 30-item version of TAES assesses TA’s efficacy on learning support, teaching support, behaviour management, cooperation, and administrative support. The Rasch reliabilities for all five dimensions were around 0.90. The 6-category response structure worked well for the scale. Further research was recommended to validate and test the robustness of the TAES both in Hong Kong and elsewhere. Copyright © 2015 Journal of applied measurement.
Original languageEnglish
Pages (from-to)60-75
JournalJournal of Applied Measurement
Volume16
Issue number1
Publication statusPublished - 2015

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Teaching
Hong Kong
Learning
Research

Citation

Yan, Z., Lum, C. W., Lui, R. T. L., Chu, S. S. W., & Lui, M. (2015). Measuring teaching assistants’ efficacy using the Rasch model. Journal of Applied Measurement, 16(1), 60-75.