Psychometric properties of the Teacher Assessment Literacy Questionnaire for preservice teachers in Oman

Research output: Chapter in Book/Report/Conference proceedingConference contribution

5 Citations (Scopus)

Abstract

This study examined psychometric properties of the Teacher Assessment Literacy Questionnaire (TALQ) developed by Plake and Impara (1992) to measure teachers' assessment literacy. Preservice teachers (N = 259) enrolled in an educational measurement course in Oman completed the TALQ. Results showed that (a) the items demonstrated acceptable levels of difficulty, discrimination, reliability, and validity; (b) the TALQ measures a unitary construct of the assessment literacy; (c) the TALQ's scores had an adequate internal consistency; and (d) the TALQ's scores correlated positively with total course' scores. Percentile ranks were extracted as norms for the raw scores. The results support the utility of the TALQ for instructional and assessment purposes.

Original languageEnglish
Title of host publicationProcedia - Social and Behavioral Sciences
Pages1614-1624
Number of pages11
Volume29
DOIs
Publication statusPublished - 2011
Event2nd International Conference on Education and Educational Psychology, ICEEPSY 2011 - Istanbul, Turkey
Duration: Oct 19 2011Oct 22 2011

Other

Other2nd International Conference on Education and Educational Psychology, ICEEPSY 2011
CountryTurkey
CityIstanbul
Period10/19/1110/22/11

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Keywords

  • Assessment literacy
  • Item analysis
  • Preservice Teachers
  • Reliability
  • Teacher assessment literacy questionnaire
  • Validity

ASJC Scopus subject areas

  • Psychology(all)
  • Social Sciences(all)

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