Journal Articles
Development and validation of the Assessment for Learning Experience Inventory (AFLEI) in Chinese higher education
- Development and validation of the Assessment for Learning Experience Inventory (AFLEI) in Chinese higher education
- Asia-Pacific Education Researcher, 28(5), 371-385, 2019
- Springer
- 2019
-
- Hong Kong
-
- 1997.7 onwards
-
- Post-Secondary Education
- While assessment for learning (AfL) has gained increasing international prominence, and has been strongly promulgated by an increasing number of education systems, current instruments designed to measure students' assessment for learning experience show a number of methodological shortcomings, such as lacking construct validity and low internal consistency of scales, or structural confirmations of the dimensionality of AfL constructs captured in the questionnaires have not been tested. This paper presents the development and validation of a psychometrically robust measure of assessment for learning experience in the Chinese higher education-the Assessment for Learning Experience Inventory (AFLEI). Two independent samples of 201 and 163 higher education students responded to the AFLEI. The data were then subjected to Exploratory Factor Analyses (EFAs) and Confirmatory Factor Analyses (CFAs), respectively. Results from both EFAs and CFAs provided support for a five-factor AfL experience inventory with a strong psychometric basis. The five clusters of AfL experience perceived by the Chinese university students are Teacher formal feedback and support, Interactive dialog and peer collaboration, Learning-oriented assessment, Active engagement with subject matter, and Students taking responsibility for their learning. The correlations between the five clusters of AfL experience and the 'deep learning approach' of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) supported the concurrent validity of the AFLEI. The AFLEI can be used both as an evaluation tool to evaluate the extent to which university students experience AfL practices in university curriculum, and as a research tool to explore more deeply the relationships between AfL experience and student learning. [Copyright of Asia-Pacific Education Researcher is the property of Springer.]
-
- English
- Journal Articles
-
- 01195646
- https://bibliography.lib.eduhk.hk/bibs/f5d4ac5f
- 2020-08-26
Recent Journal Articles
Mathematical ability at a very young age: The contributions of relationship quality with parents and teachers via children's language and literacy abilitiesJournal Articles
Making sense of interdisciplinary general education curriculum design: Case study of common core curriculum at the University of Hong KongJournal Articles
Making the importance of libraries and librarians visible: An international online library skills initiative in response to COVIDJournal Articles
International perspectives on teacher induction: A systematic reviewJournal Articles
Investigating career-related teacher support for Chinese secondary school students in Hong KongJournal Articles
International education 'here' and 'there': Geographies, materialities and differentiated mobilities within UK degreesJournal Articles
Instructional practices and students' reading performance: A comparative study of 10 top performing regions in PISA 2018Journal Articles
Intercultural education and sports: Teaching kabaddi in a multicultural setting in Hong KongJournal Articles