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|Abstract : Universiti Pendidikan Sultan Idris
|A psychometrically sound instrument to measure teacher educator’s assessment practice suitable for the Malaysian context needs to be developed. This study aimed to validate an Assessment Practice Inventory for Teacher Educators in Malaysia (MAPITE) to be used in the project ‘NRGS-developing and validating an assessment and accountability framework for preparing quality teachers for the future’ using Rasch Model. An Assessment Practice Inventory for Teacher Educators (MAPITE) consisting 70 items has been developed in the NRGS-assessment sub-project ‘developing and validating an assessment and accountability framework for preparing quality teachers’ 2014-2019. Analysis of construct validity by Exploratory Factor Analysis (EFA) and internal consistency on the data of pilot study showed that the instrument seem to be sound and can be used to measure assessment practice related to assessment literacy standards assessment principles and frequency of carrying out described items. However, 21 items needed to be removed, leaving 49 items in the new version of the instrument. A more detailed analysis with a larger sample using Item Response Theory (IRT) or Rasch Model was suggested before the instrument could be finalised. Data about teacher educator assessment practice were collected from 763 teacher educators in the Teacher Education Institutions (TEI’s) and an Education University in Malaysia. The data gathered were re-analysed in the light of the Rasch Model of measurement using Winsteps software. The MAPITE was found to be a reasonably sound instrument for measuring assessment practice among teacher educators in Malaysia covering all important aspects of assessment literacy standards as demonstrated by the fit and Z-standardized statistics, item polarity and PTMEA correlation. Six items were removed from the early version of the instrument due to misfit, leaving 64 items in the new version. This instrument can be used to measure the assessment practice among teacher educators in Malaysia, so that, appropriate follow-up actions can be implemented towards the betterment of teacher education quality. The MAPITE adds to the limited collection of locally developed instruments in the field of educational assessment and evaluation.
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