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

Hussain Alkharusi*

*Corresponding author for this work

Research output: Contribution to journalConference articlepeer-review

6 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
Pages (from-to)1614-1624
Number of pages11
JournalProcedia - Social and Behavioral Sciences
Volume29
DOIs
Publication statusPublished - 2011
Externally publishedYes
Event2nd International Conference on Education and Educational Psychology, ICEEPSY 2011 - Istanbul, Turkey
Duration: Oct 19 2011Oct 22 2011

Keywords

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

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

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