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Measuring Teaching Assistants' Efficacy using the Rasch Model
Zi Yan1, Chun Wai Lum, Rick Tze Leung Lui
1Zi Yan, Department of Curriculum and Instruction, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, Hong Kong. zyan@ied.edu.hk.
Journal of Applied Measurement
|January 7, 2015
Summary
This study developed the Teaching Assistant Efficacy Scale (TAES) to measure teaching assistant efficacy in schools. The validated 30-item scale assesses five key areas, providing a crucial tool for evaluating TA performance.
Area of Science:
- Educational Psychology
- Psychometrics
- Teacher Training
Background:
- Teaching assistants (TAs) are vital in primary and secondary education.
- Existing literature lacks validated instruments to measure TA efficacy.
- Understanding TA capabilities is essential for effective educational support.
Purpose of the Study:
- To develop and validate a reliable scale for measuring teaching assistant efficacy.
- To identify key dimensions of TA capabilities.
- To provide an instrument for assessing TA performance in educational settings.
Main Methods:
- Development and validation of the Teaching Assistant Efficacy Scale (TAES).
- Data collected from 531 teaching assistants in Hong Kong schools.
- Analysis using the multidimensional Rasch model.
Main Results:
- A 5-dimension structure of TA efficacy was supported by the Rasch model.
- The final 30-item TAES measures efficacy in learning support, teaching support, behavior management, cooperation, and administrative support.
- High Rasch reliabilities (around 0.90) were achieved for all dimensions.
Conclusions:
- The TAES is a psychometrically sound instrument for measuring TA efficacy.
- The scale's five dimensions provide a comprehensive framework for TA evaluation.
- Further validation in diverse contexts is recommended to ensure robustness.
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