A Validation Study of the Assessment for Learning Measurement Instrument for Ethiopian Teachers (Poster 15)

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Poster Session 2

Abstract

This paper reports on a study that examined the factor structure of the Assessment for Learning measurement instrument (AfLMi). Data were gathered from 176 middle school mathematics teachers in Ethiopia. Confirmatory factor analysis was performed using the robust mean and variance-adjusted weighted least squares, an estimation method for ordered categorical data, in Mplus 8.6. The original correlated four-factor model was compared to four competing models: one-factor, correlated three-factor, second order, and bifactor. The results showed that the bifactor model outperformed the other models, indicating that the AfLMi predominantly measures one general practice (Assessment for Learning) in the Ethiopian context, with little evidence that the four specific AfL strategies can be used independently as subscales as hypothesized in the original instrument.

Authors

• Lake Bedilu Yeworiew, University of Calgary

• Kim H. Koh, University of Calgary