This paper describes the development and psychometric evaluation of the Self-assessment Practice Scale (SaPS), an instrument for assessing students' actions when engaged in self-assessment. Adopting a theory-driven approach, the SaPS was developed in line with the self-assessment process proposed by Yan and Brown (Assess Eval High Educ, 42(8):1247–1262, 2017). The survey was conducted with a total of 2906 Hong Kong students ranging from Primary 4 to Secondary 3. Two complementary analytical approaches, i.e., factor analysis and Rasch analysis, were applied to investigate the psychometric properties of the SaPS. Exploratory factor analysis revealed a three-factor model, while confirmatory factor analysis supported both three-factor and four-factor solutions. Rasch analysis provided further evidence of the psychometric quality of the four subscales in terms of dimensionality of the SaPS, the rating scale effectiveness, and item fit statistics. The final version of the SaPS contains 20 items in four subscales assessing students' actions in self-assessment including seeking external feedback through monitoring, seeking external feedback through inquiry, seeking internal feedback, and self-reflection. Copyright © 2018 De La Salle University.
CitationYan, Z. (2018). The Self-assessment Practice Scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123-135. doi: 10.1007/s40299-018-0371-8
- Self-assessment practice scale
- Scale development
- Rasch measurement