Investigating the Psychometric Properties of the Classroom Assessment Literacy Inventory for Preservice Teachers

• In Event: 31.091 - Fairmont Royal York Roundtable Session Five
  In Roundtable Session: 31.091-3 - Psychometric Methodologies for Test Validity Research and Evaluation

Abstract

The psychometric properties of the Classroom Assessment Literacy Inventory (CALI; Mertler, 2003) and the assessment knowledge of undergraduate pre-service teachers were examined. Data were collected from pilot (N = 165) and confirmatory (N = 112) samples containing second-, third-, and fourth-year teacher education students at a large Midwestern university. Rasch Analysis and Principal Components Analysis (PCA) indicated relative item difficulty and evidence of multidimensionality. A Confirmatory Factor Analysis (CFA) revealed a second underlying component. The results suggest that the modified CALI content is not aligned with pre-service teacher assessment knowledge. While some pedagogical implications for teacher education exist, the content and standards with which the measure and its items align must also be addressed.

Authors

• Kelli Qua, Case Western Reserve University

• Aryn C. Karpinski, Kent State University - Kent