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Validation of Assessment for Learning Questionnaires for teachers and students
Ron Jonathan Pat-El1, Harm Tillema, Mien Segers
1Department of Education and Child Studies, Leiden University, The Netherlands.
The British Journal of Educational Psychology
|February 2, 2013
Summary
New questionnaires for teachers (TAFL-Q) and students (SAFL-Q) effectively measure Assessment for Learning (AFL) perceptions. These tools provide insights into monitoring and scaffolding, aiding in the evaluation of classroom assessment practices.
Area of Science:
- Educational Psychology
- Classroom Assessment
- Learning Sciences
Background:
- Assessment for Learning (AFL) is crucial for student progress but lacks robust measurement tools.
- AFL involves monitoring student advancement and scaffolding improvement areas.
Purpose of the Study:
- To develop and validate questionnaires for assessing teacher and student perceptions of AFL practices.
- To create the Teacher Assessment for Learning Questionnaire (TAFL-Q) and Student Assessment for Learning Questionnaire (SAFL-Q).
Main Methods:
- Confirmatory Factor Analysis (CFA) was used to validate the 28-item TAFL-Q and SAFL-Q with 1,422 students and 237 teachers.
- The CFA model was cross-validated on a separate sample, and measurement invariance was tested between student and teacher versions.
Main Results:
- CFA confirmed a stable two-factor structure for AFL: perceived monitoring and perceived scaffolding.
- Measurement invariance tests indicated that the questionnaires measure these constructs similarly for both students and teachers.
Conclusions:
- The TAFL-Q and SAFL-Q reliably capture AFL perceptions, with distinct Monitoring and Scaffolding subscales.
- These instruments facilitate comparisons between student and teacher views on assessment, offering valuable insights for classroom practice improvement.
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