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.
|Publication status||Published - Apr 2022|
|Event||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century" - San Diego, United States|
Duration: 21 Apr 2022 → 26 Apr 2022
|Conference||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century"|
|Abbreviated title||AERA 2022|
|Period||21/04/22 → 26/04/22|