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. |
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| 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] |
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| Database: | Education Research Complete |
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