Diagnostics of Performance on Promoting Learning in a Large-Scale Assessment for Teacher Certification in Saudi Arabia: A Factor Mixture Modeling Approach

• In Event: 14.035 - Examining Factors and Characteristics That Influence Assessment Performance and Responses

Abstract

This study investigates differential performance of pre-service teachers on the domain “promoting learning” in a large-scale assessment for teacher certification in Saudi Arabia. The results from a factor mixture modeling revealed that the examinees (N = 15,962) fall into four latent classes, not known a priori, based on their performance on items in the targeted content domain. It was also found that one of the two highest performing classes of examinees was entirely dominated by males, whereas the other high performing class was entirely dominated by females. The representation of males and females was relatively balanced in the two lower performing latent classes. Substantive interpretation of the differential performance of latent classes of examinees across individual items is also provided.

Authors

• Dimiter M. Dimitrov, George Mason University

• Faisal Abdullah Al-Meshari Al-Saud, National Center for Assessment in Higher Education

• Abdullah Saleh Alsadaawi, National Center for Assessment