Validation of a subject-specific student Self-Assessment Practice Scale (SaPS) among secondary school students in the Philippines

Norman Biliwang MENDOZA, Zi YAN

Research output: Contribution to journalArticlespeer-review

Abstract

Self-assessment is fundamental to self-regulated learning; however, instruments to measure self-assessment practices are limited to a few developed educational systems. This study examined the psychometric properties of the Self-assessment Practice Scale (SaPS) in the English language subject using data from 778 secondary school students from the Philippines. We used confirmatory factor analysis (CFA) and Rasch analysis to test the SaPS’ within-network validity, then bivariate correlations and structural equation modeling (SEM) for between-network validity. The CFA supported the scale’s four-factor structure, and the Rasch analysis supported the scale’s dimensionality, rating scale effectiveness, and item fit statistics. The four SaPS subscales were positively correlated to agentic, cognitive, and metacognitive engagement. SEM results show that all SaPS factors (except self-monitoring) had significant associations to the engagement outcomes. This study highlights the sound psychometric properties of SaPS in a new educational context and its applicability as a subject-specific measure of assessment-as-learning strategies. Copyright © 2021 The Author(s).
Original languageEnglish
JournalJournal of Psychoeducational Assessment
Early online date18 Feb 2021
DOIs
Publication statusE-pub ahead of print - 18 Feb 2021

Citation

Mendoza, N. B., & Yan, Z. (2021). Validation of a subject-specific student Self-Assessment Practice Scale (SaPS) among secondary school students in the Philippines. Journal of Psychoeducational Assessment. Advance online publication. doi: 10.1177/0734282921994374

Keywords

  • Self-assessment practice scale
  • Validation
  • Philippines
  • Self-regulated learning
  • English language subject
  • PG student publication

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