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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
Language: English
Authors: Lake B. Yeworiew (ORCID 0000-0002-7434-9809), Kim H. Koh (ORCID 0000-0001-8315-4299)
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
FullText Text:
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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: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Lake+B%2E+Yeworiew%22">Lake B. Yeworiew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7434-9809">0000-0002-7434-9809</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kim+H%2E+Koh%22">Kim H. Koh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8315-4299">0000-0001-8315-4299</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Assessment+in+Education%3A+Principles%2C+Policy+%26+Practice%22"><i>Assessment in Education: Principles, Policy & Practice</i></searchLink>. 2026 33(1):49-74.
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  Data: 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
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  Data: Y
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  Label: Page Count
  Group: Src
  Data: 26
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  Label: Publication Date
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  Data: 2026
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Adaptation%22">Media Adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Semitic+Languages%22">Semitic Languages</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/0969594X.2025.2602452
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0969-594X<br />1465-329X
– Name: Abstract
  Label: Abstract
  Group: Ab
  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.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1499157
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        Value: 10.1080/0969594X.2025.2602452
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Middle School Teachers
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Test Validity
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      – SubjectFull: Test Reliability
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Measurement
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      – SubjectFull: Media Adaptation
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      – SubjectFull: Translation
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      – SubjectFull: Semitic Languages
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      – SubjectFull: Ethiopia
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