Development and Validation of a Measurement Scale for Teacher Assessment Literacy in Higher Education in China
Date
2024-09-27
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Thesis
Degree Level
Doctoral
Abstract
The development and prevalence of online education have brought about new challenges to teachers’ assessment practices. Especially, due to the outbreak of the coronavirus disease (COVID-19) in late 2019, online education was brought to the forefront of higher education. For instance, teachers need to offer online courses for students and implement online assessment tasks. This makes it necessary for teacher assessment literacy (AL) to cover the assessment competence in the digital environment. Furthermore, teacher AL was also conceptualized from a unidimensional to a multidimensional perspective. However, most AL measurement scales still adopted the 1990 Standards as the guiding framework. A measurement scale that can reflect current assessment needs is lacking. Against this background, the current study adopted Onwuegbuzie et al.’s (2010) instrument development and construct validation (IDCV) process as a mixed methods framework for developing and validating a measurement scale that can be used to measure higher education teachers’ AL in both classroom and digital contexts. It contains 10 phases from identifying and conceptualizing the construct of the interest to validating and evaluating the process and product. In Phases 1 to 5, the measurement scale was developed based on the framework generated from a thorough literature review and focus group interviews. Phases 6 to 9 involve quantitative and qualitative data analyses and crossover analyses based on a sample of N = 265 higher education teachers from over 15 disciplines and five levels of universities in China. The pilot test validated the content-related validity, including item, face, and sampling validity of the measurement scale. The analyses of data from the field test indicate that the measurement scale has adequate reliability, and construct-related validity, including structural, convergent, and discriminant validity. In Phase 10, both the product and the process were comprehensively evaluated to help the researcher reflect on the IDCV process and discover areas for further improvement of the instrument. The measurement scale developed and validated in this research can be used by researchers and practitioners to support assessment practices in higher education, for instance, to help promote interventions or diagnose problems in training pre- or in-service teachers on assessment.
Description
Keywords
teacher assessment literacy, digital assessment literacy, higher education, instrument development, instrument validation
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Psychology and Special Education
Program
Educational Psychology and Special Education