Scale to assess Evaluative Literacy in Compulsory Education Teachers
DOI:
https://doi.org/10.56162/transdigital159Keywords:
learning assesment, literacy, teachers, basic educationAbstract
Teachers require consistent training in the field of assessment to obtain valid and reliable information about student learning. For this purpose, a scale was designed and validated to measure the Evaluative Literacy of Basic Education Teachers. In this work, a structure of the construct centered on four dimensions is proposed: Knowledge and use of standardized evaluations, Assignment and use of the qualification, Use of the evaluation, and Formative evaluation. The instrument was applied to a sample of 302 teachers. Exploratory Factor Analysis and Confirmatory Factor Analysis were performed to confirm the theoretical model on which it is based, and the appropriate reliability and fit indices were obtained to demonstrate the validity of the instrument: Cronbach's Alpha 0.96 and composite reliability 0.95. It can be concluded that the instrument is reliable and valid for diagnosing the evaluative literacy level of basic education teachers.
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