1. Exploring the dimensionality of self-perceived performance assessment literacy (PAL)
- Author
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Andresse St. Rose, Emily Dodge, Josh Littenberg-Tobias, Michael P. Kelly, and Richard Feistman
- Subjects
Organizational Behavior and Human Resource Management ,media_common.quotation_subject ,Collaborative education ,05 social sciences ,Applied psychology ,050401 social sciences methods ,050301 education ,Foundation (evidence) ,Literacy ,Confirmatory factor analysis ,Education ,0504 sociology ,Perception ,Self perceived ,Survey instrument ,Psychology ,0503 education ,media_common ,Curse of dimensionality - Abstract
Performance assessments attempt to provide a practical and authentic demonstration of students’ learning. Despite growing investments in performance assessments by states, as well as researchers’ theorized value of this type of assessment, the field has not developed a measure of assessment literacy specific to performance assessments that has sufficient psychometric evidence to support it. This study begins important research on developing a quantitative measure that can be used by educational practitioners to self-evaluate their own performance assessment literacy (PAL). Using the Quality Performance Assessment (QPA) framework from the Center for Collaborative Education as a foundation, this study explores and confirms the dimensionality of a 27-item survey instrument that assesses educational practitioners’ perceptions of their PAL using exploratory and confirmatory factor analysis. Our findings provide evidence that the instrument captures five reliable dimensions of PAL: valid design, reliable scoring, data analysis, fair assessment, and student voice and choice.
- Published
- 2020
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