Assessing teachers’ strategies in formative assessment: The teacher formative assessment practice scale

Assessing teachers’ strategies in formative assessment: The teacher formative assessment practice scale

• Yan, Zi The Education University of Hong Kong
• Pastore, Serafina University of Bari, Italy

Journal of Psychoeducational Assessment, 2022

SAGE Publications

2022

• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Formative Assessment Scale Development Validation Teacher Professional Development

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

A significant challenge in studying formative assessment is the lack of suitable instruments for assessing teachers’ formative assessment practices. This paper reports the development of the Teacher Formative Assessment Practice Scale (TFAPS) and its psychometric properties based on two samples of primary and secondary school teachers: one from Hong Kong (N = 449) and the other from Italy (N = 309). Exploratory factor analysis identified two distinct factors, including teacher-directed formative assessment (TdFA, six items) and student-directed formative assessment (SdFA, four items). The confirmatory factor analysis supported this two-factor structure. Rasch analysis provided further psychometric evidence regarding scale dimensionality and item quality. This study suggests that TFAPS is an appropriate instrument for assessing teachers’ formative assessment practices, but the cultural influence on teachers’ formative assessment practices should be noted in the applications of the instrument. Copyright © 2022 The Author(s).

• English

Journal Articles

• 07342829

• 10.1177/07342829221075121

https://bibliography.lib.eduhk.hk/bibs/f7264ba4

2022-07-07