The development and validation of the Teacher Formative Assessment Literacy Scale

Zi YAN, Serafina PASTORE

Research output: Contribution to conferencePoster

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. Copyright © 2022 AERA.
Original languageEnglish
Publication statusPublished - Apr 2022
Event2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century" - San Diego, United States
Duration: 21 Apr 202226 Apr 2022
https://www.aera.net/Events-Meetings/2022-Annual-Meeting

Conference

Conference2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century"
Abbreviated titleAERA 2022
Country/TerritoryUnited States
CitySan Diego
Period21/04/2226/04/22
Internet address

Citation

Yan, Z., & Pastore, S. (2022, April). The development and validation of the Teacher Formative Assessment Literacy Scale. Poster presented at American Educational Research Association Annual Meeting (AERA 2022), San Diego, US.

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