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 | |
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
- Social Sciences(all)
- Psychology(all)