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 |
|---|---|
| Language: | English |
| Authors: | Lake B. Yeworiew (ORCID |
| Source: | Assessment in Education: Principles, Policy & Practice. 2026 33(1):49-74. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Middle School Teachers, Mathematics Teachers, Test Validity, Test Reliability, Formative Evaluation, Evaluation Methods, Measurement, Media Adaptation, Translation, Semitic Languages |
| Geographic Terms: | Ethiopia |
| DOI: | 10.1080/0969594X.2025.2602452 |
| ISSN: | 0969-594X 1465-329X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499157 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0969-594X 1465-329X |
| DOI: | 10.1080/0969594X.2025.2602452 |
