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The validity of the assessment for learning measurement instrument for Ethiopian middle school mathematics teachers.

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Title: The validity of the assessment for learning measurement instrument for Ethiopian middle school mathematics teachers.
Authors: Yeworiew, Lake B.1 (AUTHOR) lakeymca@gmail.com, Koh, Kim H.2 (AUTHOR)
Source: Assessment in Education: Principles, Policy & Practice. Feb2026, Vol. 33 Issue 1, p49-74. 26p.
Subject Terms: *Test validity, *Mathematics teachers, *Factor analysis, *Educational evaluation, *Item response theory, Ethiopians, Confirmatory factor analysis
Geographic Terms: Ethiopia
Abstract: This article reports on a study that examined the validity of the Assessment for Learning Measurement Instrument (AfLMi). Data were gathered from 176 middle school mathematics teachers in Ethiopia. Confirmatory factor analysis and graded response model (GRM) IRT analysis were performed using Mplus 8.6. The original correlated four-factor model was compared to four competing models: one-factor, correlated three-factor, second-order, and bifactor models. The results showed that the bifactor model outperformed the other models, indicating that the AfLMi predominantly measures one general practice, i.e. assessment for learning, in the Ethiopian context, with little evidence that the four specific AfL strategies can be used independently as subscales. Furthermore, the IRT analysis revealed that the AfLMi, as a unidimensional measure of AfL practice, is composed of items with acceptable item discrimination indices and difficulty parameters. The AfL measurement instrument has excellent construct validity and reliability for assessing the AfL practices of mathematics teachers. [ABSTRACT FROM AUTHOR]
Copyright of Assessment in Education: Principles, Policy & Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
An: 192006386
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: The validity of the assessment for learning measurement instrument for Ethiopian middle school mathematics teachers.
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  Data: <searchLink fieldCode="JN" term="%22Assessment+in+Education%3A+Principles%2C+Policy+%26+Practice%22">Assessment in Education: Principles, Policy & Practice</searchLink>. Feb2026, Vol. 33 Issue 1, p49-74. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Test+validity%22">Test validity</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Item+response+theory%22">Item response theory</searchLink><br /><searchLink fieldCode="DE" term="%22Ethiopians%22">Ethiopians</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: This article reports on a study that examined the validity of the Assessment for Learning Measurement Instrument (AfLMi). Data were gathered from 176 middle school mathematics teachers in Ethiopia. Confirmatory factor analysis and graded response model (GRM) IRT analysis were performed using Mplus 8.6. The original correlated four-factor model was compared to four competing models: one-factor, correlated three-factor, second-order, and bifactor models. The results showed that the bifactor model outperformed the other models, indicating that the AfLMi predominantly measures one general practice, i.e. assessment for learning, in the Ethiopian context, with little evidence that the four specific AfL strategies can be used independently as subscales. Furthermore, the IRT analysis revealed that the AfLMi, as a unidimensional measure of AfL practice, is composed of items with acceptable item discrimination indices and difficulty parameters. The AfL measurement instrument has excellent construct validity and reliability for assessing the AfL practices of mathematics teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment in Education: Principles, Policy & Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192006386
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/0969594X.2025.2602452
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      – Code: eng
        Text: English
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        PageCount: 26
        StartPage: 49
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      – SubjectFull: Test validity
        Type: general
      – SubjectFull: Mathematics teachers
        Type: general
      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Educational evaluation
        Type: general
      – SubjectFull: Item response theory
        Type: general
      – SubjectFull: Ethiopians
        Type: general
      – SubjectFull: Confirmatory factor analysis
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      – SubjectFull: Ethiopia
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      – TitleFull: The validity of the assessment for learning measurement instrument for Ethiopian middle school mathematics teachers.
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              Text: Feb2026
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              Y: 2026
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