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

Hussain Alkharusi

doi:10.1016/j.sbspro.2011.11.404

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

Hussain Alkharusi^*

^*Corresponding author for this work

Psychology

Research output: Contribution to journal › Conference article › peer-review

7 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 language	English
Pages (from-to)	1614-1624
Number of pages	11
Journal	Procedia - Social and Behavioral Sciences
Volume	29
DOIs	https://doi.org/10.1016/j.sbspro.2011.11.404
Publication status	Published - 2011
Event	2nd International Conference on Education and Educational Psychology, ICEEPSY 2011 - Istanbul, Turkey Duration: Oct 19 2011 → Oct 22 2011

Keywords

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

ASJC Scopus subject areas

General Social Sciences
General Psychology

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10.1016/j.sbspro.2011.11.404

Cite this

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title = "Psychometric properties of the Teacher Assessment Literacy Questionnaire for preservice teachers in Oman",

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.",

keywords = "Assessment literacy, Item analysis, Preservice Teachers, Reliability, Teacher assessment literacy questionnaire, Validity",

author = "Hussain Alkharusi",

year = "2011",

doi = "10.1016/j.sbspro.2011.11.404",

language = "English",

volume = "29",

pages = "1614--1624",

journal = "Procedia - Social and Behavioral Sciences",

issn = "1877-0428",

publisher = "Elsevier BV",

note = "2nd International Conference on Education and Educational Psychology, ICEEPSY 2011 ; Conference date: 19-10-2011 Through 22-10-2011",

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AU - Alkharusi, Hussain

PY - 2011

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N2 - 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.

AB - 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.

KW - Assessment literacy

KW - Item analysis

KW - Preservice Teachers

KW - Reliability

KW - Teacher assessment literacy questionnaire

KW - Validity

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ER -

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

Abstract

Keywords

ASJC Scopus subject areas

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