UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Chong, Jimmy
Title :Pembangunan dan pengesahan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL)
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan untuk membangun dan mengesahkan instrumen Literasi Pentaksiran Guru Vokasional (VoTAL) dengan menentukan ciri-ciri psikometrik instrumen menggunakan Model Pengukuran Rasch. Proses pembangunan instrumen ini mengandungi tiga fasa iaitu fasa pembinaan, fasa pengujian dan pemurnian, serta fasa pengesahan. Fasa pembinaan melibatkan konseptualisasi, penjanaan item dan pemeriksaan kesahan kandungan instrumen. Proses konseptualisasi dan penjanaan item dilakukan menggunakan pendekatan deduktif. Pemeriksaan kesahan kandungan pula dilakukan melalui penilaian oleh 21 panel pakar dan dianalisis menggunakan nisbah kesahan kandungan (CVR) Lawshe. Fasa pengujian dan pemurnian melibatkan kajian rintis dan pemurnian item. Kajian rintis dilaksanakan di lima buah kolej vokasional melibatkan 229 guru vokasional yang dipilih menggunakan teknik pensampelan rawak kelompok berperingkat. Item-item kemudiannya dimurnikan berdasarkan kepada hasil dapatan analisis Rasch. Fasa pengesahan melibatkan proses pengesahan instrumen melalui kajian lapangan dengan sampel yang lebih besar. Ia dilaksanakan di 11 buah kolej vokasional melibatkan 536 guru vokasional yang dipilih secara rawak menggunakan dua peringkat pensampelan. Pada peringkat pertama, negeri dipilih menggunakan teknik pensampelan rawak strata berkadaran. Pada peringkat kedua, kolej vokasional dipilih melalui teknik pensampelan rawak berkelompok. Seterusnya, semua guru vokaional dalam kolej vokasional yang terpilih dilibatkan sebagai sampel. Dapatan analisis Rasch menunjukkan instrumen VoTAL mempunyai nilai kebolehpercayaan individu (0.96) dan item (0.99) yang cemerlang, bukti kesepadanan item dan nilai korelasi PTMEA yang baik (0.25 – 0.71), serta memenuhi ciri unidimensi dan skala penilaian yang efektif. Norma instrumen kemudian ditentukan dengan menggunakan pangkatan persentil dan stanine. Jumlah item akhir instrumen ialah sebanyak 69 item. Kesimpulannya, kajian ini berjaya membangunkan instrumen VoTAL yang sah dan dipercayai dengan ciri-ciri psikometrik yang baik. Implikasinya, pembangunan instrumen VoTAL ini telah menambah koleksi instrumen literasi pentaksiran sedia ada dan sesuai digunakan untuk mengukur literasi pentaksiran guru-guru vokasional.

References

Adom, D., Hussein, E. K., & Agyem, J. A. (2018). Theoretical and Conceptual Framework: Mandatory Ingredients of a Quality Research. International Journal of Scientific Research, 7(1), 438–441. 

Afinde, O. (2016). Pengetahuan, kemahiran dan amalan guru membina item kemahiran berfikir aras tinggi (KBAT) dalam instrumen pentaksiran pembelajaran. Universiti Tun Hussein Onn Malaysia. 

Ahmad, N. A., Drus, S. M., Kasim, H., & Othman, M. M. (2019). Assessing Content Validity of Enterprise Architecture Adoption Questionnaire (EAAQ) Among Content Experts. 2019 IEEE 9th Symposium on Computer Applications & Industrial Electronics (ISCAIE), 160–165. https://doi.org/10.1109/ISCAIE.2019.8743918 

Airasian, P. W., & Russell, M. (2012). Classroom assessment: Concepts and applications. McGraw-Hill Education. 

Akanle, O., Ademuson, A. O., & Shittu, O. S. (2020). Scope and Limitation of the Study in Social Research. In A. S. Jegede & Isiugo-Abanihe (Eds.), Contemporary Issues in Social Research (US, Issue 1, pp. 105–114). Ibadan University Press. 

Aksorn, T., & Hadikusumo, B. H. (2007). Gap Analysis Approach for Construction Safety Program Improvement. Journal of Construction in Developing Countries, 12(1), 77–97. 

Allahyari, T., Rangi, N. H., Khosravi, Y., & Zayeri, F. (2011). Development and evaluation of a new questionnaire for rating of cognitive failures at work. International Journal of Occupational Hygiene, 3(1), 6–11. 

Allen, D. D. (2007). Validity and reliability of the movement ability measure: a self-report instrument proposed for assessing movement across diagnoses and ability levels. Physical Therapy, 87(7), 899–916. https://doi.org/10.2522/ptj.20060197 

Alonzo, A. C. (2020). Defining Trustworthiness for Teachers’ Multiple Uses of Classroom Assessment Results. In Susan M. Brookhart & J. H. Mcmillan (Eds.), Classroom Assessment and Educational Measurement (pp. 120–145). Taylor & Francis. 

American Federation of Teachers [AFT], National Council on Measurement in Education [NCME], & National Educational Association [NEA]. (1990). Standards for Teacher Competence in Educational Assessment of Students. National Council on Measurement in Education. 

Anastasi, A., & Urbina, S. (2009). Psychological Testing. Pearson College Division. 

Andrade, H., & Brookhart, S. M. (2016). The Role of Classroom Assessment in Supporting Self-Regulated Learning. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation. The Enabling Power of Assessment (pp. 293–309). Springer International Publishing. https://doi.org/10.1007/978-3-319-39211-0_17 

Andrade, H. L. (2010). Students as the Defi nitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of Formative Assessment (pp. 90–105). Taylor & Francis. 

Andrich, D. (1996a). Category ordering and their utility. Rasch Measurement Transactions, 9(4), 464. 

Andrich, D. (1996b). Measurement Criteria for Choosing among Models with Graded Responses. In Categorical Variables in Developmental Research. https://doi.org/10.1016/b978-012724965-0/50004-3 

Andrich, D., Marais, I., & Humphry, S. (2012). Using a Theorem by Andersen and the Dichotomous Rasch Model to Assess the Presence of Random Guessing in Multiple Choice Items. Journal of Educational and Behavioral Statistics, 37(3), 417–442. https://doi.org/10.3102/1076998611411914 

Arain, M., Campbell, M., Cooper, C. L., & Lancaster, G. (2010). What is a pilot or feasibility study? A review of current practice and editorial policy. BMC Medical Research Methodology, 10, 67. 

Arasinah, K., Bakar, A. R., Ramlah, H., Soaib, A., & Zaliza, H. (2015). Using Rasch Model and Confirmatory Factor Analysis to Assess Instrument for Clothing Fashion Design Competency. International Journal of Social Science and Humanity, 5(5), 418–421. https://doi.org/10.7763/ijssh.2015.v5.492 

Ashraf, H., & Zolfaghari, S. (2018). EFL Teachers’ Assessment Literacy and Their Reflective Teaching. International Journal of Instruction, 11(1), 425–436. https://doi.org/10.12973/iji.2018.11129a 

Azizi, A. (2015). Pentaksiran Pendidikan. Dewan Bahasa dan Pustaka. 

Azrilah, A. A., Azlinah, M., Noorhabibah, A., Sohaimi, Z., Azami, Z., Hamza, A. G., & Mohd. Saidfudin, M. (2008). Application of Rasch Model in validating the construct of measurement instrument. International Journal of Education and Information Technologies, 2(2), 105–112. 

Azrilah, A. A., Mohd. Saidfudin, M., & Azami, Z. (2015). Asas model pengukuran Rasch: pembentukan skala dan struktur pengukuran. Penerbit Universiti Kebangsaan Malaysia. 

Baartman, L., Gulikers, J., & Dijkstra, A. (2013). Factors influencing assessment quality in higher vocational education. Assessment and Evaluation in Higher Education, 38(8), 978–997. https://doi.org/10.1080/02602938.2013.771133 

Baghaei, P. (2008). The Rasch Model as a Construct Validation Tool. Rasch Measurement Transactions, 22(1). 

Baghaei, P., & Amrahi, N. (2011). Validation of a Multiple Choice English Vocabulary Test with the Rasch Model. Journal of Language Teaching and Research, 2, 1052–1060. 

Bahagian Pendidikan Teknik dan Vokasional (BPTV). (2014). Garis Panduan Pelaksanaan School Enterprise (SE) Kolej Vokasional (KV). 

Bahagian Pendidikan Teknikal dan Vokasional (BPTV). (2017). Garis Panduan Peraturan Akademik KV KPM. Kementerian Pendidikan Malaysia. 

Bailey, A. L., & Duran, W. (2020). Language in Practice: A Mediator of Valid Interpretations of Information Generated by Classroom Assessments among Linguistically and Culturally Diverse Students. In Susan M. Brookhart & J. H. Mcmillan (Eds.), Classroom Assessment and Educational Measurement (1st ed., pp. 46–62). Taylor & Francis. 

Bartram, B., & Bailey, C. (2010). Assessment preferences: a comparison of UK/international students at an English university. Research in Post-Compulsory Education, 15(2), 177–187. https://doi.org/10.1080/13596741003790716 

Bassellier, G., Reich, B. H., & Benbasat, I. (2001). Information technology competence of business managers: A definition and research model. Journal of Management Information Systems, 17(4), 159–182. https://doi.org/10.1080/07421222.2001.11045660 

Baumann, J. F. (1988). Reading Assessment: An Instructional Decision-making Perspective. Merrill. 

Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678 

Berry, S. H. (2009). How To Estimate Questionnaire Administration Time Before Pretesting : An Interactive Spreadsheet Approach. Survey Practice, 2(3), 1–7. 

Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Assessment in Education, 5(1), 7–74. https://doi.org/10.1177/ 003172171009200119. 

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5 

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy and Practice, 1–25. https://doi.org/10.1080/0969594X.2018.1441807 

Blase, J. W. (2020). An Exploratory Study of High School Teachers’ Assessment Literacy as Related to Instruction Improvement. Concordia University. 

Blömeke, S. (2017). Assuring Quality in Competence Assessments: The Value Added of Applying Different Assessment Approaches to Professional Education. In M. Mulder (Ed.), Competence-based Vocational and Professional Education (Vol. 23, pp. 631–648). Springer International Publishing. https://doi.org/10.1007/978-3-319-41713-4 

Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Frontiers in Public Health, 6(June), 1–18. https://doi.org/10.3389/fpubh.2018.00149 

Bode, R. K., & Wright, B. D. (1999). Rasch measurement in higher education. In J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research (Vol. 14). Agathon Press. https://doi.org/10.1007/978-94-011-3955-7 

Boehner, M. M. (2017). High Quality Teaching and Assessing in TVET : The Road to Enhanced Learning Outcomes (Vol. 2). 

Bollen, K. A. (1989). A New Incremental Fit Index for General Structural Equation Models. Sociological Methods & Research, 17(3), 303–316. https://doi.org/10.1177/0049124189017003004 

Bond, T. G. (2021). Re: How many items are required for a Rasch analysis? https://www.researchgate.net/post/How-many-items-are-required-for-a-Rasch-analysis#:~:text=Regarding the sample size%2C it,400 as minimum sample size. 

Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model: Fundamental Measurement in the Human Sciences (3rd ed.). Routledge. 

Bonner, S. M. (2013). Validity in Classroom Assessment: Purposes, Properties, and Principles. In James H. McMillan (Ed.), SAGE Handbook of Research on Classroom Assessment (pp. 87–106). SAGE Publications, Inc. 

Boone, W. J. (2016). Rasch analysis for instrument development: Why,when,and how? CBE Life Sciences Education, 15(4). https://doi.org/10.1187/cbe.16-04-0148 

Boone, W. J. (2020). Rasch Basics for the Novice. In M. S. Khine (Ed.), Rasch Measurement (pp. 9–30). Springer Singapore. https://doi.org/10.1007/978-981-15-1800-3_2 

Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis: A primer for school psychology researchers and practitioners. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1416898 

Boone, W. J., & Staver, J. R. (2020). Advances in Rasch Analyses in the Human Sciences. Springer International Publishing. 

Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch Analysis in the Human Sciences. Springer International Publishing. 

Borsboom, D., Mellenbergh, G. J., & van Heerden, J. (2004). The Concept of Validity. In Psychological Review (Vol. 111, Issue 4, pp. 1061–1071). American Psychological Association. https://doi.org/10.1037/0033-295X.111.4.1061 

Box, C. (2019). Formative Assessment in United States Classrooms. Springer Nature Switzerland AG. 

Bredo, E. (1994). Reconstructing educational psychology : Situated cognition and Deweyian pragmatism. Educational Psychologist, 29(1), 23–35. https://doi.org/10.1207/s15326985ep2901 

Brennan, R. L. (1998). Misconceptions at the Intersection of Measurement Theory and Practice. Educational Measurement: Issues and Practice, 17(1), 5–9. https://doi.org/https://doi.org/10.1111/j.1745-3992.1998.tb00615.x 

Brookhart, S. M. (1997). A Theoretical Framework for the Role of Classroom Assessment in Motivating Student Effort and Achievement A Theoretical Framework for the Role of Classroom Assessment in Motivating Student Effort and Achievement. 7347. https://doi.org/10.1207/s15324818ame1002 

Brookhart, S. M. (1999). The art and science of classroom assessment: the missing part of pedagogy. In ASHE-ERIC Higher Education Report (Vol. 27, Issue 1, pp. 1–102). 

Brookhart, S. M. (2003). Developing Measurement Theory for Classroom Assessment Purposes and Uses. Educational Measurement: Issues and Practice, 22, 5–12. https://doi.org/https://doi.org/10.1111/j.1745-3992.2003.tb00139.x 

Brookhart, S. M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x 

Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students (2nd ed.). ASCD. 

Brookhart, S. M. (2020). Feedback and Measurement. In Susan M. Brookhart & J. H. Mcmillan (Eds.), Classroom Assessment and Educational Measurement (pp. 63–78). Taylor & Francis. 

Brookhart, S. M., & McMillan, J. H. (2020). Classroom Assessment and Educational Measurement. Taylor & Francis. https://doi.org/10.4324/9780429507533 

Brown, F. G. (1983). Principles of educational and psychological testing. Holt, Rinehart, and Winston. 

Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. John Wiley & Sons. 

Burnett, P. C., & Clarke, J. A. (1999). How should a vocational education and training course be evaluated? Journal of Vocational Education and Training, 51(4), 607–628. https://doi.org/10.1080/13636829900200107 

Camp, W. G. (2001). Formulating and Evaluating Theoretical Frameworks for Career and Technical Education Research. Journal of Vocational Education Research, 26(1), 4–25. https://doi.org/10.5328/JVER26.1.4 

Campbell, C, Murphy, J. A., & Holt, J. K. (2002). Psychometric analysis of an assessment literacy instrument: Applicability to preservice teachers. Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH. 

Campbell, Cynthia, & Collins, V. L. (2007). Identifying Essential Topics in General and Special Education Introductory Assessment Textbooks. Educational Measurement: Issues and Practice, 26(1), 9–18. https://doi.org/https://doi.org/10.1111/j.1745-3992.2007.00084.x 

Cervellione, K. L., Lee, Y. S., & Bonanno, G. A. (2009). Rasch Modeling of the Self-Deception Scale of the Balanced Inventory of Desirable Responding. Educational and Psychological Measurement, 69(3), 438–458. https://doi.org/10.1177/0013164408322020 

Chalavi, L. H., Alamdari, S., & Asadi, K. (2015). Improving Indices in Evaluation of Medical Research Centers in Iran. International Journal of Advanced Research in Biological Sciences, 2(2), 41–52. 

Chan, M., & Subramaniam, R. (2020). Validation of a Science Concept Inventory by Rasch Analysis. In M. S. Khine (Ed.), Rasch Measurement: Applications in Quantitative Educational Research (p. 159). Springer Singapore. 

Chappuis, J., Stiggins, R. J., Arter, J., & Chappuis, S. (2011). Classroom Assessment for Student Learning: Doing It Right - Using It Well. Pearson. 

Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research Methods, Design, and Analysis, Global Edition. Pearson Education Limited. 

Chua, Y. P. (2012). Mastering Research Methods. McGraw-Hill Education. 

Chua, Y. P. (2013). Mastering Research Statistics. McGraw-Hill Education. 

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. C., & others. (2013). Teaching: Making a Difference. John Wiley & Sons Australia. 

Chyung, S. Y. Y., Barkin, J. R., & Shamsy, J. A. (2018). Evidence-Based Survey Design: The Use of Negatively Worded Items in Surveys. Performance Improvement, 57(3), 16–25. https://doi.org/10.1002/pfi.21749 

City and Guilds. (2003). Guide to the assessment of practical skills in International Vocational. 

Coaley, K. (2014). An Introduction to Psychological Assessment and Psychometrics. SAGE Publications. 

Coates, H. (2019). Assessing Learning Outcomes in Vocational Education. In S. McGrath, M. Mulder, J. Papier, & R. Stuart (Eds.), Handbook of Vocational Education and Training (pp. 1313–1328). Springer International Publishing. 

Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education. Routledge. 

Cohen, R. J., & Swerdlik, M. E. (2002). Psychological testing and assessment: An introduction to tests and measurement (5th ed.). McGraw-Hill. 

Conrad, C. F., & Serlin, R. C. (2006). The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry. SAGE Publications. 

Coombs, A. J., DeLuca, C., LaPointe-McEwan, D., & Chalas, A. (2018). Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education, 71, 134–144. https://doi.org/10.1016/j.tate.2017.12.010 

Coombs, Andrew J. (2017). Teacher Educators ’ Approaches To Assessment. Queen’s University. 

Costa, N. D. (2010). Feedback on Feedback: Student and academic perceptions, expectations and practices within an undergraduate Pharmacy course. ATN Assessment Conference, University of Technology, Sydney. 

Creswell, J. W. (2014). Educational Research: Pearson New International Edition: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education Limited. 

Crocker, L. M., & Algina, J. (2008). Introduction to Classical and Modern Test Theory. Cengage Learning. 

Cycyota, C. S., & Harrison, D. A. (2006). What (Not) to Expect When Surveying Executives: A Meta-Analysis of Top Manager Response Rates and Techniques Over Time. Organizational Research Methods, 9(2), 133–160. https://doi.org/10.1177/1094428105280770 Daniel, L. G., & King, D. A. (2010). Knowledge and Use of Testing and Measurement Literacy of Elementary and Secondary Teachers. The Journal of Educational Research, 91(6), 331–344. https://doi.org/10.1080/00220679809597563 

Danielson, C. (2013). The Framework for Teaching: Evaluation Instrument. Danielson Group. 

Darr, C., & Stephanou, A. (2006). Norming the Progressive Achievement Tests in Mathematics with the Rasch Model. ACSPRI Social Science Methodology Conference, 1–24. 

Darusalam, G., Hussin, S., & Malaya, P. U. (2016). Metodologi penyelidikan dalam pendidikan: amalan dan analisis kajian. Penerbit Universiti Malaya. 

de Vaus, D. (2002). Surveys in Social Research. Taylor & Francis. 

DeLuca, C., & Bellara, A. (2013). The Current State of Assessment Education: Aligning Policy, Standards, and Teacher Education Curriculum. Journal of Teacher Education, 64(4), 356–372. https://doi.org/10.1177/0022487113488144 

DeLuca, C., Chavez, T., Bellara, A., & Cao, C. (2013). Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates’ Assessment Literacy Development. Teacher Educator, 48(2), 128–142. https://doi.org/10.1080/08878730.2012.760024 

DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher Candidates’ learning. Assessment in Education: Principles, Policy and Practice, 17(4), 419–438. https://doi.org/10.1080/0969594X.2010.516643 

DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2015). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation and Accountability, 1–22. https://doi.org/10.1007/s11092-015-9233-6 

DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy. Educational Assessment, 21(4), 248–266. https://doi.org/10.1080/10627197.2016.1236677 

Department of Training and Workforce Development (DTWD). (2013). Designing assessment tools for quality outcomes in VET (4th edn) 2013. 

Deutscher, V., & Winther, E. (2018). Instructional sensitivity in vocational education. Learning and Instruction, 53, 21–33. https://doi.org/10.1016/j.learninstruc.2017.07.004 

Deutskens, E., Ruyter, K. D., Wetzels, M., & Oosterveld, P. (2004). Response Rate and Response Quality of Internet-Based Surveys : An Experimental Study. Marketing Letters, 15, 21–36. 

DeVellis, R. F. (2003). Scale Development: Theory and Applications. SAGE Publications. 

DeVellis, R. F. (2017). Scale Development: Theory and Applications. SAGE Publications. 

DeVries, B. (2017). Literacy Assessment and Intervention for Classroom Teachers. Taylor & Francis. 

Dewan Bahasa Dan Pustaka. (2021). Kamus Bahasa Melayu. https://prpm.dbp.gov.my/cari1?keyword=kurang 

Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. D.C. Heath. 

Diamantopoulos, A., Sarstedt, M., Fuchs, C., Wilczynski, P., & Kaiser, S. (2012). Guidelines for choosing between multi-item and single-item scales for construct measurement: a predictive validity perspective. Journal of the Academy of Marketing Science, 40(3), 434–449. https://doi.org/10.1007/s11747-011-0300-3 

Dimitrov, D. M. (2014). Statistical Methods for Validation of Assessment Scale Data in Counseling and Related Fields. Wiley. 

Economic Planning Unit. (2015). 11th Malaysia Plan (2016-2020). In Jabatan Perdana Menteri. http://www.epu.gov.my 

Edwards, R., Minty, S., & Miller, K. (2013). The literacy practices for assessment in the vocational curriculum - the case of Hospitality. Journal of Vocational Education and Training, 65(2), 220–235. https://doi.org/10.1080/13636820.2013.783611 

Elam, S. (1972). Performance Based Teacher Education. What is the State of the Art? Quest, 18(1), 14–19. https://doi.org/10.1080/00336297.1972.10519731 

Ellery, K. (2008). Assessment for learning: a case study using feedback effectively in an essay-style test. Assessment & Evaluation in Higher Education, 33(4), 421–429. https://doi.org/10.1080/02602930701562981 

Embretson, S. E., & Reise, S. P. (2013). Item Response Theory. Taylor & Francis. 

Engelhard, G. (2013). Invariant Measurement: Using Rasch Models in the Social, Behavioral, and Health Sciences. Taylor & Francis. 

Engelhard, G., & Wang, J. (2021). Rasch Models for Solving Measurement Problems: Invariant Measurement in the Social Sciences. SAGE Publications, Incorporated. 

Ewing, B. (2017). An exploration of assessment approaches in a vocational and education training courses in Australia. Empirical Research in Vocational Education and Training, 9(1). https://doi.org/10.1186/s40461-017-0058-z 

Fakhri, A. K., & M. Isa, A. (2016). Isu Kesediaan Guru dalam Amalan Melaksanakan Pentaksiran Berasaskan Sekolah Teacher Readiness Issues in Implementing School-based Assessment. EDUCATUM – Journal of Social Science, 2(January), 1–7. 

Fan, J., & Bond, T. G. (2019). Applying Rasch measurement in language assessment: Unidimensionality and local independence. In V. Aryadoust & M. Raquel (Eds.), Quantitative Data Analysis for Language Assessment Volume I: Fundamental Techniques (p. 83). Routledge. 

Fan, X. (1998). Item response theory and classical test theory: an empirical comparison of their item/person statistics. Educational and Psychological Measurement, 58, 58(3), 357–381. 

Farrell, T. C. S. (2015). Reflective Language Teaching: From Research to Practice. Bloomsbury Publishing. 

Farrell, T. C. S., & Ives, J. (2014). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. https://doi.org/10.1177/1362168814541722 

Fellinghauer, C. S. (2018). The Impact of Missing Values and Single Imputation upon Rasch Analysis Outcomes : A Simulation Study. Journal Of Applied Measurement, 19(1). 

Fisher, M. R. J., & Bandy, J. (2019). Assessing Student Learning. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/assessing-student-learning/ 

Fisher, W. P. (2007). Rating scale instrument quality criteria. Rasch Measurement Transactions, 21(1), 1095. 

Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041 

Fullan, M. (2002). Principals as leaders in a culture of change. Educational Leadership, 59(8), 16–21. 

Furr, M. (2011). Scale Construction and Psychometrics for Social and Personality Psychology. SAGE Publications. 

Furr, R. M., & Bacharach, V. R. (2014). Psychometrics: An Introduction (2nd ed.). SAGE Publications. 

Gable, R. K., & Wolf, M. B. (1993). Instrument Development in the Affective Domain (2nd ed.). Springer Netherlands. 

Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational Research: Competencies for Analysis and Applications. Pearson College Division. 

Gee, J. P. (2003). Opportunity to Learn: A language-based perspective on assessment. Assessment in Education: Principles, Policy & Practice, 10(1), 27–46. https://doi.org/10.1080/09695940301696 

Gessler, M. (2019). Concepts of Apprenticeship: Strengths, Weaknesses, and Pitfalls. In S. McGrath, M. Mulder, J. Papier, & R. Stuart (Eds.), Handbook of Vocational Education and Training (pp. 677–710). Springer Nature Switzerland AG. 

Gillis, S., & Griffin, P. (2008). Competency assessment. In J. A. Athanasou (Ed.), Adult Education and Training (pp. 233–256). David Barlow Publishing. 

Gipps, C. V, & Murphy, P. (1994). A Fair Test?: Assessment, Achievement and Equity. Open University Press. 

Gotch, C. M., & French, B. F. (2014). A Systematic Review of Assessment Literacy Measures. Educational Measurement: Issues and Practice, 33(2), 14–18. https://doi.org/10.1111/emip.12030 

Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your “House.” Administrative Issues Journal Education Practice and Research, 12–26. https://doi.org/10.5929/2014.4.2.9 

Grant, J. S., & Davis, L. L. (1997). Selection and use of content experts for instrument development. Research in Nursing & Health, 20(3), 269–274. https://doi.org/10.1163/15718182-02502011 

Gregson, M., & Todd, B. (2019). Realizing Standards of Practice in VET. In S. McGrath, M. Mulder, J. Papier, & R. Stuart (Eds.), Handbook of Vocational Education and Training (pp. 1472–1491). Springer Nature Switzerland AG. 

Griffin, P., Woods, K., & Nguyen, T. K. C. (2005). An Environmental Scan of Tools and Strategies that Measure Progress in School Reform: Report to the Victorian Department of Education and Training. 

Guskey, T. R. (1997). Implementing Mastery Learning. Wadsworth Publishing Company. 

Guskey, T. R., & Bailey, J. M. (2009). Developing Standards-Based Report Cards. SAGE Publications. 

Guskey, T. R., & Jung, L. A. (2009). Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs. Theory Into Practice, 48(1), 53–62. https://doi.org/10.1080/00405840802577619 

Hair, J. F., Black, W. C., & Babin, B. J. (2019). Multivariate Data Analysis. Cengage. 

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis. Prentice Hall. 

Halliday-Wynes, S., & Misko, J. (2013). Assessment issues in VET : minimising the level of risk. 

Hambleton, R. K., & Jones, R. W. (1993). An NCME instructional module on comparison of classical test theory and item response theory and their applications to test development. Educational Measurement: Issues and Practice, 12(3), 38–47. https://doi.org/10.1111/j.1745-3992.1993.tb00543.x 

Hanna, G. S., & Dettmer, P. (2004). Assessment for Effective Teaching: Using Context-adaptive Planning. Pearson/Allyn and Bacon. 

Harshman, J., & Yezierski, E. (2017). Assessment Data-Driven Inquiry: A Review of How to Use Assessment Results to Inform Chemistry Teaching. Science Educator, 25(2), 97–107. 

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 

Heale, R., & Noble, H. (2019). Integration of a theoretical framework into your research study. Evidence Based Nursing, 22(2), 36–37. https://doi.org/10.1136/ebnurs-2019-103077 

Herman, J., & Cook, L. (2020). Fairness in Classroom Assessment. In Susan M. Brookhart & J. H. Mcmillan (Eds.), Classroom Assessment and Educational Measurement (pp. 243–264). Taylor & Francis. 

Hodges, D., Eames, C., & Coll, R. K. (2014). Theoretical perspectives on assessment in cooperative education placements. Asia-Pacific Journal of Cooperative Education, 15(3), 189–207. 

Hoge, M. A., Tondora, J., & Marrelli, A. F. (2005). The fundamentals of workforce competency: Implications for behavioral health. Administration and Policy in Mental Health, 32(5–6), 509–531. https://doi.org/10.1007/s10488-005-3263-1 

Horton, S. (2000). Introduction – the competency movement: its origins and impact on the public sector. International Journal of Public Sector Management, 13(4), 306–318. 

Howell, C. A. (2013). Development and Analysis of a Measurement Scale for Teacher Assessment Literacy. East Carolina University. 

Hyde, P., Clayton, B., & Booth, R. (2004). Exploring Assessment in Flexible Delivery of Vocational Education and Training Programs. National Centre for Vocational Education Research (NCVER). 

Ismail, A., Hassan, R., Masek, A., Hamzah, N., Ismail, I. M., & Subramaniam, T. S. (2017). Implementation of vocational training into TVET’s teacher program for national core standard. 2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016, 28–31. https://doi.org/10.1109/ICEED.2016.7856088 

Ismail, K., Nopiah, Z. M., & Rasul, M. S. (2017). Profile of learning that develops mathematics creativity of junior high school students. In A. G. Abdullah, T. Aryanti, A. Setiawan, & A. Maizam (Eds.), Regionalization and Harmonization in TVET (p. 33). Routledge. 

Jabatan Pembangunan Kemahiran (JPK). (2014). Vocational Training Operation. Kementerian Sumber Manusia. 

Jaccard, J., & Jacoby, J. (2020). Theory Construction and Model-Building Skills: A Practical Guide for Social Scientists (2nd ed.). The Guilford Press. 

Jamaliah, J. (2014). Kesediaan guru kolej vokasional dalam pengajaran amali teknologi elektronik di negeri Pahang. Universiti Tun Hussein Onn Malaysia. 

Jiamu, C. (2001). The great importance of the distinction between declarative and procedural knowledge. Análise Psicológica, 19(4), 559–566. 

John-steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development : A Vygotskian framework. Educational Psychologist, 3/4(31), 191–206. 

Johnson, K. E. (2009). Second Language Teacher Education: A Sociocultural Perspective. Taylor & Francis. 

Jones, A. (1999). The place of judgement in competency-based assessment. Journal of Vocational Education and Training, 51(1), 145–160. https://doi.org/10.1080/13636829900200073 

Kahl, S. R., Hofman, P., & Bryant, S. (2013). Assessment Literacy Standards and Performance Measures for Teacher Candidates and Practicing Teachers (Issue January). 

Kaliannan, M., & Chandran, S. D. (2012). Empowering Students through Outcome-Based Education (OBE). Research in Education, 87(1), 50–63. https://doi.org/10.7227/RIE.87.1.4 

Keillor, B. D., Hult, G. T. M., Erffmeyer, R. C., & Babakus, E. (1996). NATID: The Development and Application of a National Identity Measure for Use in International Marketing. Journal of International Marketing, 4(2), 57–73. https://doi.org/10.1177/1069031X9600400205 

Kelly, M. P., Feistman, R., Dodge, E., St. Rose, A., & Littenberg-Tobias, J. (2020). Exploring the dimensionality of self-perceived performance assessment literacy (PAL). Educational Assessment, Evaluation and Accountability, 32(4), 499–517. https://doi.org/10.1007/s11092-020-09343-7 

Kementerian Pelajaran Malaysia. (2011). Transformasi Pendidikan Vokasional. 

Kerlinger, F. N., & Lee, H. B. (2000). Foundations of Behavioral Research. Harcourt College Publishers. 

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & 

Baumert, J. (2013). Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education. Journal of Teacher Education, 64(1), 90–106. https://doi.org/10.1177/0022487112460398 

Klenowski, V. (2009). Assessment for Learning revisited: an Asia-Pacific perspective. Assessment in Education: Principles, Policy & Practice, 16(3), 263–268. https://doi.org/10.1080/09695940903319646 

Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling, Fourth Edition. Guilford Publications. 

Kline, T. (2005). Psychological Testing: A Practical Approach to Design and Evaluation. SAGE Publications. 

Klinger, D., J. McDivitt, P., B. Howard, B., A. Munoz, M., Todd Roger, W., & Wylie, E. (2015). Classroom Assessment Standards for PreK-12 Teachers. Joint Committee on Standards for Educational Evaluation. 

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254 

Kreijns, K., Bijker, M., & Weidlich, J. (2020). A Rasch Analysis Approach to the Development and Validation of a Social Presence Measure. In M. S. Khine (Ed.), Rasch Measurement (pp. 197–221). Springer Singapore. https://doi.org/10.1007/978-981-15-1800-3_11 

Krejcie, R. V, & Morgan, D. W. (1970). Determining and psychological measurement. Educational and Psychological Measurement, 30, 607–610. https://doi.org/10.1177/0013164405285548 

Latif, A. A. (2014). Pembangunan Instrumen Penilaian Akhlak Pelajar Di Institusi Pengajian Tinggi Awam. Universiti Teknologi Malaysia. 

Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. In Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press. https://doi.org/10.1017/CBO9780511609268 

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. 

Lawshe, C. H. (1975). A Quantitative Approach To Content Validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x 

Lazarsfeld, P. F. (1958). Evidence and Inference in Social Research. Daedalus, 87(4), 99–130. http://www.jstor.org/stable/20026465 

Lees, R., & Anderson, D. (2015). Reflections on academics’ assessment literacy. London Review of Education, 13(3), 42–48. https://doi.org/10.18546/LRE.13.3.06 

Lembaga Peperiksaan. (2018). Panduan Pengurusan Pentaksiran. Kementerian Pendidikan Malaysia. 

Lian, L. H., & Yew, W. T. (2016). A Framework for Examining Assessment Literacy of Preservice Teachers. US-China Education Review, 6(5), 294–300. https://doi.org/10.17265/2161-623X/2016.05.003 

Lian, L. H., Yew, W. T., & Meng, C. C. (2014). Enhancing Malaysian Teachers’ Assessment Literacy. International Education Studies. https://doi.org/10.5539/ies.v7n10p74 

Liehr, P., & Smith, M. J. (1999). Middle Range Theory: Spinning Research and Practice to Create Knowledge for the New Millennium. Advances in Nursing Science, 21(4), 81–91. 

Linacre, J. M. (1994). Sample Size and Item Calibration [or Person Measure] Stability. Rasch Measurement Transactions, 7(4), 328. http://www.rasch.org/rmt/rmt74m.htm 

Linacre, J. M. (1998). Detecting multidimensionality: which residual data-type works best? Journal of Outcome Measurement, 2(3), 266–283. 

Linacre, J. M. (1999). Investigating rating scale category utility. Journal of Outcome Measurement, 3(2), 103–122. http://www.ncbi.nlm.nih.gov/pubmed/10204322 

Linacre, J. M. (2000). Computer-Adaptive Testing: A Methodology Whose Time Has Come. MESA Memorandum, 69. 

Linacre, J. M. (2002). Optimizing Rating Scale Category Effectiveness. Journal of Applied Measurement, 3, 85–106. 

Linacre, J. M. (2003). Rasch Power Analysis: Size vs. Significance: Standardized Chi-Square Fit Statistic. Rasch Measurement Transactions, 17(1), 918. 

Linacre, J. M. (2005). A user’s guide to WINSTEPS: Rasch Model Computer Programs. Chicago: MESA Press. Standard errors: mens, measures, origins anda anchor values. winsteps.com. 

Linacre, J. M. (2010). When to stop removing items and persons in Rasch analysis? Rasch Measurement Transactions, 23(4), 1241. 

Linacre, J. M. (2019). A User’s Guide to WINSTEPS MINITEP, Rasch-Model Computer Programs, Program Manual 4.4.7. winsteps.com. https://doi.org/ISBN 0-941938-03-4 

Lindell, M. K., & Brandt, C. J. (1999). Assessing interrater agreement on the job relevance of a test: A comparison of CVI, T, rWG(J)}, and r*WG(J)} indexes. Journal of Applied Psychology, 84(4), 640–647. https://doi.org/10.1037/0021-9010.84.4.640 

Ling, M. T., Pang, V., & Thurasamy, R. (2017). The Construct Validation of Leadership Competency Scale: Integration of Rasch and PLS-SEM. Testing, Psychometric, Methodology in Applied Psychology, 24(2), 269–283. https://doi.org/10.4473/TPM24.2.6 

Loewenthal, K. M. (2001). An Introduction to Psychological Tests and Scales. Psychology Press. 

Long, J. S. (1983). Confirmatory Factor Analysis: A Preface to LISREL. SAGE Publications. 

Looney, A., Cumming, J., van Der Kleij, F., & Harris, K. (2017). Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in 

Education: Principles, Policy and Practice, 1–26. https://doi.org/10.1080/0969594X.2016.1268090 

Lui, G., & Shum, C. (2012). Outcome-Based Education and Student Learning in Managerial Accounting in Hong Kong. Journal of Case Studies in Accreditation and Assessment, 2. 

Lynch, D. H., & Murranka, P. (2002). Competency-Based Instruction in Business and Management Communication Courses Taught by Association for Business Communication Member Faculty. Journal of Education for Business, 2323(77:3), 159–163. https://doi.org/10.1080/08832320209599065 

Lynn, M. R. (1986). Determination and Quantification Of Content Validity. Nursing Research, 35(6), 382–386. 

Ma, C. N. (2019). Development and Validation of Sabah Secondary School Students’ National Identity Instrument. Universiti Malaysia Sabah. 

Maizam, A. (2005). Assessment of learning outcomes: validity and reliability of classroom tests. World Transaction on Engineering and Technology Education, 4(2), 234–238. http://myais.fsktm.um.edu.my/8874/ 

Maki, P. L. (2002). Developing an assessment plan to learn about student learning. The Journal of Academic Librarianship, 28(1), 8–13. https://doi.org/https://doi.org/10.1016/S0099-1333(01)00295-6 

Malaysian Qualifications Agency (MQA). (2019). Code of Practice for TVET Programme Accreditation. 

Malec, J. F., Torsher, L. C., Dunn, W. F., Wiegmann, D. A., Arnold, J. J., Brown, D. A., & Phatak, V. (2007). The mayo high performance teamwork scale: reliability and validity for evaluating key crew resource management skills. Simulation in Healthcare : Journal of the Society for Simulation in Healthcare, 2(1), 4–10. https://doi.org/10.1097/SIH.0b013e31802b68ee 

Mamat, M. R., Rasul, M. S., & Mustapha, A. (2014). Outcome-based education implementation in malaysian polytechnic. International Journal of Education and Research, 2(11), 437–450. 

Mantero, M. (2002). Scaffolding Revisited : Sociocultural Pedagogy within the Foreign Language Classroom. 

Marshall, B., & Drummond, M. J. (2006). How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education, 21(2), 133–149. https://doi.org/10.1080/02671520600615638 

Marziah, M., & Jamil, A. (2014). Kesediaan pensyarah mentransformasi pentaksiran program prauniversiti: Satu analisis faktor. Sains Humanika, 2(4), 107–113. 

Mason, L. (2007). Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible? Educational Psychologist, 42(1), 1–7. https://doi.org/10.1080/00461520709336914 

Matore, M. E. (2015). Pembinaan Instrumen Kecerdasan Menghadapi Cabaran (IKBAR) Bagi Pelajar Politeknik Menggunakan Model Rasch. Universiti Sains Malaysia. 

Matore, M. E. (2019). Application of Rasch rating scale model in calibrating youth adversities in Malaysia. Journal of Physics: Conference Series, 1366(1). https://doi.org/10.1088/1742-6596/1366/1/012119 

Matore, M. E., Idris, H., Rahman, N. A., & Khairani, A. Z. (2017). Kesahan Kandungan Pakar Instrumen IKBAR Bagi Pengukuran AQ Menggunakan Nisbah Kesahan Kandungan. Proseeding of International Conference On Global Education V (ICGE V), May, 979–997. 

Maurer, M. (2019). Integrating Work-Based Learning into Formal VET: Towards a Global Diffusion of Apprenticeship Training and the Dual Model? In S. McGrath, M. Mulder, J. Papier, & R. Stuart (Eds.), Handbook of Vocational Education and Training (pp. 551–568). Springer Nature Switzerland AG. 

McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain: School and corporate applications, 3rd ed. In Instrument development in the affective domain: School and corporate applications, 3rd ed. Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-7135-6 

McIntire, S. A., & Miller, L. A. (2007). Foundations of Psychological Testing: A Practical Approach. SAGE Publications. 

McMillan, J. H. (2000). Fundamental Assessment Principles for Teachers and School Administrators. Practical Assessment, Research & Evaluation, 7(8), 89–103. 

McMillan, J. H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20–32. https://doi.org/10.1111/j.1745-3992.2001.tb00055.x 

McMillan, J. H. (2018). Classroom Assessment: Principles and Practice that Enhance Student Learning and Motivation (7th ed.). Pearson Education, Inc. 

McMillan, J. H. (2020). Discussion of Part I: Assessment Information in Context. In S. M. Brookhart & J. H. Mcmillan (Eds.), Classroom Assessment and Educational Measurement (pp. 79–94). Taylor & Francis. 

Meijer, R. R., & Sitsma, K. (2001). Person Fit Statistic - What is Their Purpose? Rasch Measurement Transactions, 15(2), 823. 

Merickel, M. L. (1998). Reflective Practice, The Reflective Practitioner. School of Education, Oregon State University. 

Merritt, S. M. (2012). The Two-Factor Solution to Allen and Meyer’s (1990) Affective Commitment Scale: Effects of Negatively Worded Items. Journal of Business and Psychology, 27(4), 421–436. https://doi.org/10.1007/s10869-011-9252-3 

Mertler, C. A. (2003). Preservice versus inservices teachers’ assessment literacy: Does classroom experience make a difference? Mid-Western Educational Research Association, 2–27. 

Mertler, C. A., & Campbell, C. (2005). Measuring Teachers’ Knowledge & Application of Classroom Assessment Concepts: Development of the Assessment Literacy Inventory. American Educational Research Association, 27. http://files.eric.ed.gov/fulltext/ED490355.pdf 

Messick, S. (1995a). Standards of Validity and the Validity of Standards in Performance Asessment. Educational Measurement: Issues and Practice, 14(4), 5–8. https://doi.org/10.1111/j.1745-3992.1995.tb00881.x 

Messick, S. (1995b). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749. https://doi.org/10.1037/0003-066X.50.9.741 

Messick, S. (1996). Validity and washback in language testing. Language Testing, 13(3), 241–256. https://doi.org/10.1177/026553229601300302 

Michaelis, C., & Seeber, S. (2019). Competence-Based Tests: Measurement Challenges of Competence Development in Vocational Education and Training. In S. McGrath, M. Mulder, J. Papier, & R. Stuart (Eds.), Handbook of Vocational Education and Training (pp. 1340–1355). Springer Nature Switzerland AG. 

Miller, L. A., & Lovler, R. l. (2016). Foundations of psychological testing. SAGE Publications Inc. 

Miller, L. A., Lovler, R. L., & McIntire, S. A. (2013). Foundations of Psychological Testing: A Practical Approach. SAGE Publications. 

Moayeri, M., & Rahimiy, R. (2019). The Significance of Promoting Teacher Reflection: A Review Article. Latin American Journal of Content & Language Integrated Learning, 12(1), 128–143. https://doi.org/10.5294/laclil.2019.12.1.6 

Mohamad, M. M., Bakar, N. A., Sulaiman, N. L., Salleh, K. M., & Lai, C. S. (2015). Applying standard competency assessment in vocational teaching practices. Asian Social Science, 11(24), 216–223. https://doi.org/10.5539/ass.v11n24p216 

Mohamad, M. M., Saud, M. S., & Ahmad, A. (2017). The Need In Training And Retraining For TVET Teachers In Malaysia. In Technical Vocational Education And Training (TVET) In Malaysia: Selected Works (pp. 101–110). Ministry of Higher Education Management. 

Mohamed, S., Kamis, A., & Ali, N. (2016). Gauging the assessment literacy of Malaysia ’ s home economics teachers : An empirical study. Geografia-Malaysian Journal of Society and Space, 3(3), 130–138. 

Mokshein, S. E. (2018). Aplikasi Teori Respons Item Dalam Penyelidikan. Universiti Pendidikan Sultan Idris. 

Mokshein, S. E., Ahmad, H., Lebar, O., Dollah, M. U., Yunus, J., Rahmat, A., & Hameed, H. H. (2019). Validation of the Malaysian-Based Assessment Practice Inventory for Teacher Educators (MAPITE) using Rasch Model. Journal of Engineering and Applied Sciences, 14(9), 2783–2798. https://doi.org/10.3923/jeasci.2019.2783.2798 

Mokshein, S. E., Ishak, H., & Ahmad, H. (2019). Application of Rasch Measurement Model in Examining the. Jurnal Cakrawala Pendidikan, 38(1), 16–32. https://doi.org/10.21831/cp.v38i1.22750 

Moktar, S. N. A., Kiong, T. T., Mohamed, S., & Rus, R. C. (2018). Kesediaan, Penerimaan Dan Pengoperasian Guru Reka Bentuk dan Teknologi Terhadap Amalan dalam Pentaksiran Berasaskan Sekolah. Sains Humanika, 10(3–3), 89–94. https://doi.org/10.11113/sh.v10n3-3.1520 

Morgado, F. F. R., Meireles, J. F. F., Neves, C. M., Amaral, A. C. S., & Ferreira, M. E. C. (2017). Scale development: Ten main limitations and recommendations to improve future research practices. Psicologia: Reflexao e Critica, 30(1), 1–20. https://doi.org/10.1186/s41155-016-0057-1 

Moss, P. A. (1994). Can There Be Validity Without Reliability? Educational Researcher, 23(2), 5–12. https://doi.org/10.3102/0013189X023002005 

Moss, P. A. (2003). Reconceptualizing validity for classroom assessment. Educational Measurement: Issues and Practice, 22(4), 13–25. https://doi.org/10.1111/j.1745-3992.2003.tb00140.x 

Muda, A. W. (2013). Mengukur tahap literasi pentaksiran guru sekolah rendah di Daerah Kuala Terengganu. Universiti Pendidikan Sultan Idris. 

Muhammad, F. H. N., & Bardakci, M. (2019). Iraqi EFL Teachers ’ Assessment Literacy : Perceptions and Practices. Arab World English Journal, 10(July), 431–442. https://doi.org/10.24093/awej/vol10no2.33 

Mukhtar, M. I. (2016). Penilaian Pelaksanaan Pentaksiran Kompetensi Pensijilan Modular (PKPM) Di Sekolah Menengah Vokasional. Universiti Kebangsaan Malaysia. 

Mulder, Martin, Weigel, T., & Collins, K. (2007). The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis. Journal of Vocational Education and Training, 59(1), 67–88. https://doi.org/10.1080/13636820601145630 

Muñoz, D. R., & Araya, D. H. (2017). The challenges of competence-based assessment in the educational field. Educação e Pesquisa, 43(4), 1073–1086. https://doi.org/10.1590/s1678-4634201706164230 

Murphy, K. R., & Davidshofer, C. O. (2005). Psychological testing : principles and applications (6th ed.). Pearson Prentice Hall. 

National Research Council (NRC). (2001). Knowing What Students Know (J. W. Pellegrino, N. Chudowsky, & R. Glaser (eds.)). National Academy of Sciences. 

Natriello, G. (1987). The Impact of Evaluation Processes on Students The Impact of Evaluation Processes on Students. Educational Psychologist, 22(2), 155–175. https://doi.org/10.1207/s15326985ep2202 

Nelson, D. A. (2014). Rasch Analysis of a Rating Scale for Gifted and Talented. George Mason University. 

Nessipbayeva, O. (2012). The competencies of the modern teacher. International Perspectives on Education, 148–154. http://bit.ly/2fRwNoY 

Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling Procedures: Issues and Applications. SAGE Publications. 

Neumann, W. (1979). Educational responses to the concern for proficiency. EDRS PRICE DESCRIPTORS, 91. 

Newfields, T. (2006). Teacher development and assessment literacy. Paper Presented at the 5th Annual JALT Pan-SIG Conference, 48–61. http://jalt.org/pansig/2006/HTML/Newfields.htm 

Nitko, A. J., & Brookhart, S. M. (2019). Educational Assessment of Students Pearson (6th ed.). Pearson Education Limited. 

Nordin, Z. (2016). Pembinaan dan Pengesahan Instrumen Literasi Pentaksiran Pelajar Ijazah Sarjana Muda Perguruan. Universiti Malaysia Sabah. 

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill. 

Nuthall, G. (1997). Understanding Student Thinking and Learning in the Classroom. In J. B. Biddle, L. Good, T, & I. F. Goodson (Eds.), International Handbook of Teachers and Teaching (I and II) (1st ed.). Kluwer Academic Publishers. 

OCDE. (2005). The definition and selection of key competencies. OECD Definition and Selection of Competencies Final Report, 1–20. http://www.oecd.org/pisa/35070367.pdf 

OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. OECD Publishing. https://doi.org/10.1787/9789264018044-en 

OECD. (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. OECD Publishing. https://doi.org/10.1787/9789264270695-en 

Osong, J., & Mokshein, S. E. (2015). Assessment Literacy Level Among Final Year Bachelor of Teaching (B.Tch) student in Gaya Teacher Education Institute. 

Padzil, S. N. A. A., Hamzah, R., & Udin, U. (2011). Pendidikan PTV Dalam Membangunkan Tenaga Manusia Berminda Kelas Pertama. Journal of Edupres, 1(September), 279–286. https://doi.org/10.1055/s-0030-1260961 

Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 

Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(February 1998), 345–375. https://doi.org/10.1146/annurev.psych.49.1.345 

Pampaka, M., Pepin, B., & Sikko, S. A. (2016). Supporting or alienating students during their transition to Higher Education: Mathematically relevant trajectories in the contexts of England and Norway. International Journal of Educational Research, 79, 240–257. https://doi.org/10.1016/j.ijer.2016.06.008 

Panadero, E., Garcia, D., & Fraile, J. (2019). Self-Assessment for Learning in Vocational Education and Training. In S. McGrath, M. Mulder, J. Papier, & R. Stuart (Eds.), Handbook of Vocational Education and Training (pp. 1357–1370). Springer Nature Switzerland AG. 

Paryono, P. (2015). Approaches to preparing TVET teachers and instructors in ASEAN member countries. TVET@Asia, 5, 1–27. 

Perry, M. L. (2013). Teacher and principal assessment literacy. University of Montana. 

Peshkin, A. (1993). The Goodness of Qualitative Research. Educational Researcher, 22(2), 23–29. 

Pfeiffer-Hoens, M. (2017). An Investigation of Charter Schools’ School Leader and Teacher Level of Assessment Literacy (Issue August). Middle Tennessee State University. 

Plake, B. S., Impara, J. C., & Fager, J. J. (1993). Assessment Competencies of Teachers: A National Survey. Educational Measurement: Issues and Practice, 12(4), 10–12. https://doi.org/10.1111/j.1745-3992.1993.tb00548.x 

Planinic, M., Boone, W. J., Susac, A., & Ivanjek, L. (2019). Rasch analysis in physics education research: Why measurement matters. Physical Review Physics Education Research, 15(2), 20111. https://doi.org/10.1103/PhysRevPhysEducRes.15.020111 

Poehner, M. E. (2011). Dynamic Assessment: Fairness through the prism of mediation. Assessment in Education: Principles, Policy and Practice, 18(2), 99–112. https://doi.org/10.1080/0969594X.2011.567090 

Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(1), 4–11. https://doi.org/10.1080/00405840802577536 

Popham, W. J. (2011). Assessment Literacy Overlooked: A Teacher Educator’s Confession. The Teacher Educator, 46, 265–273. https://doi.org/10.1080/08878730.2011.605048 

Popham, W. J. (2017). Classroom Assessment: What Teachers Need to Know. Pearson Education. 

Price, L. R. (2017). Psychometric Methods: Theory into Practice. In Measurement: Interdisciplinary Research and Perspectives. https://lccn.loc.gov/2016013346 

Prizovskaya, V. (2017). Identifying New Jersey Teachers’ Assessment Literacy as Precondition for Implementing Student Growth Objectives. Journal of Education and Learning, 7(1), 184. https://doi.org/10.5539/jel.v7n1p184 

Puspawati, I. (2019). Understanding Teachers’ Knowledge, Skills, and Principles on Language Assessment: A Survey on Teachers’ Language Assessment Literacy. Advances in Social Science, Education and Humanities Research, 353, 70–75. https://doi.org/10.2991/icosihess-19.2019.11 

Radzi, N. M. M. (2017). Pembinaan Dan Pengesahan Instrumen Pentaksiran Prestasi Standard Awal Pembelajaran Dan Perkembangan Awal Kanak-Kanak. Universiti Malaya. 

Rahman, A. bt A., Hanafi, N. binti M., Mukhtar, M. bt I., & Ahmad, J. bin. (2014). Assessment Practices for Competency based Education and Training in Vocational College, Malaysia. Procedia - Social and Behavioral Sciences, 112, 1070–1076. https://doi.org/10.1016/j.sbspro.2014.01.1271 

Ramli, N. F. (2019). Development And Validation Of An Instrument To Measure Science Teachers’ Instructional Preparedness In STEM Implementation. Universiti Putra Malaysia. 

Ramli, N. F., Talib, O., Manaf, U. K. A., & Hassan, S. A. (2018). Content Validity of STEMTIP Using CVR Method. International Journal of Academic Research in Business and Social Sciences, 8(7), 1118–1125. https://doi.org/10.6007/IJARBSS/v8-i7/4559 

Ramos, M. C. M. (2018). Correlation between entrance exam scores (stanine) and academic performance. Association for Computing Machinery, 110–114. https://doi.org/10.1145/3242840.3242866 

Randel, B., & Clark, C. (2013). Measuring Classroom Assessment Practices. In James H. McMillan (Ed.), SAGE Handbook of Research on Classroom Assessment (pp. 145–164). SAGE Publications, Inc. 

Rasul, M. S., Ashari, Z. H. M., Azman, N., & Rauf, R. A. A. (2015). Transforming TVET in Malaysia : Harmonizing the Governance Structure in a Multiple Stakeholder Setting. TVET-Online.Asia, 4, 1–13. 

Rauner, F., Heinemann, L., Maurer, A., Haasler, B., Erdwien, B., & Martens, T. (2013). Competence Development and Assessment in TVET ( COMET ). Theoretical Framework and Empirical Results. Springer, 182. https://doi.org/10.1007/978-94-007-4725-8 

Ravand, H., & Firoozi, T. (2016). Examining Construct Validity of the Master’s UEE Using the Rasch Model and the Six Aspects of the Messick’s Framework. International Journal of Language Testing, 6(1). 

Raykov, T., & Marcoulides, G. A. (2011). Introduction to Psychometric Theory. Taylor & Francis. 

Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational High School Teachers’ Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33–48. https://doi.org/10.12973/iji.2016.914a 

Revilla, M., & Ochoa, C. (2017). Ideal and maximum length for a web survey. International Journal of Market Research, 59(5), 557–565. https://doi.org/10.2501/IJMR-2017-039 

Roberts, P. (2016). Reflection: A renewed and practical focus for an existing problem in teacher education. Australian Journal of Teacher Education, 41(7), 19–35. https://doi.org/10.14221/ajte.2016v41n7.2 

Robinson, M. A. (2018). Using multi-item psychometric scales for research and practice in human resource management. Human Resource Management, 57(3), 739–750. https://doi.org/10.1002/hrm.21852 

Roegiers, X. (2016). A Conceptual Framework for Competencies Assessment. Current and Critical Issues in the Curriculum and Learning, 4, 1–44. https://doi.org/10.3109/10715760903380466 

Rogoff, B. (1990). Apprenticeship in thinking:  Cognitive development in social context. In Apprenticeship in thinking:  Cognitive development in social context. Oxford University Press. 

Roszkowski, M. J., & Soven, M. (2010). Shifting gears: consequences of including two negatively worded items in the middle of a positively worded questionnaire. Assessment & Evaluation in Higher Education, 35(1), 113–130. https://doi.org/10.1080/02602930802618344 

Rubio, D. M. G., Berg-Weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003). Objectifyng content validity: Conducting a content validity study in social work research. Social Work Research, 27(2), 94–104. https://doi.org/10.1093/swr/27.2.94 

Ruiz-Primo, M. A., & Brookhart, S. M. (2018). Using Feedback to Improve Learning. Routledge. 

Ruiz-Primo, M. A., & Li, M. (2013). Analyzing Teachers’ Feedback Practices in Response to Students’ Work in Science Classrooms. Applied Measurement in Education, 26(3), 163–175. https://doi.org/10.1080/08957347.2013.793188 

Rychen, D. S., & Salganik, L. H. (2002). Definition and Selection of Competencies (DESECO): Theoretical and Conceptual Foundations. Strategy Paper. 

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714 

Schafer, W. D. (1991). Essential Assessment Skills in Professional Education of Teachers. Educational Measurement: Issues and Practice, 10(1), 3–6. https://doi.org/10.1111/j.1745-3992.1991.tb00170.x 

Schafer, W. D. (2009). Assessment literacy for teachers. January 2015, 37–41. https://doi.org/10.1080/00405849309543585 

Schumacker, R. E. (2010). Item response theory. Applied Measurement Associates LLC. 

Schumacker, R. E., & Smith, E. V. (2007). A Rasch Perspective. Educational and Psychological Measurement, 67(3), 394–409. https://doi.org/10.1177/0013164406294776 

Shepard, L. A. (2000a). The role of classroom assessment in teaching and learning. In CSE Technical Report 517. 

Shepard, L. A. (2000b). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004 

Shepard, L. A. (2019). Classroom Assessment to Support Teaching and Learning. The ANNALS of the American Academy of Political and Social Science, 683(1), 183–200. https://doi.org/10.1177/0002716219843818 

Shepard, L. A. (2020). Discussion of Part II: Should “Measurement” Have a Role in Teacher Learning about Classroom Assessment? In Susan M. Brookhart & J. H. Mcmillan (Eds.), Classroom Assessment and Educational Measurement (pp. 192–206). Taylor & Francis. 

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment. Educational Measurement: Issues and Practice, 37(1), 21–34. https://doi.org/10.1111/emip.12189 

Shippmann, J. S., Ash, R. A., Battista, M., Carr, L., Eyde, L. D., Hesket, B., Kehoe, J., Pearlman, K., Prien, E., Sanchez, J. I., & Shippmann, J. S. (2000). The practice of competency modeling. Personnel Psychology, 53, 703–740. http://onlinelibrary.wiley.com/doi/10.1111/j.1744-6570.2000.tb00220.x/abstract 

Shulman, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 

Simon, M., & Forgette-Giroux, R. (2000). Impact of a Content Selection Framework on Portfolio Assessment at the Classroom Level Impact of a Content Selection Framework on Portfolio Assessment at the Classroom Level. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/713613325 

Slomp, D. H., & Fuite, J. (2004). Following Phaedrus: Alternate choices in surmounting the reliability/validity dilemma. Assessing Writing, 9(3), 190–207. https://doi.org/https://doi.org/10.1016/j.asw.2004.10.001 

Smith, A. B., Rush, R., Fallowfield, L. J., Velikova, G., & Sharpe, M. (2008). Rasch fit statistics and sample size considerations for polytomous data. BMC Medical Research Methodology, 8(1), 33. https://doi.org/10.1186/1471-2288-8-33 

Smith, R. M. (1996). Polytomous mean-square fit statistics. Rasch Measurement Transactions, 10(3), 516–517. 

Smith, R. M., Schumacker, R. E., & Bush, M. J. (1998). Using item mean squares to evaluate fit to the Rasch model. Journal of Outcome Measurement, 2(1), 66–78. 

Smith, E. V., Wakely, M. B., De Kruif, R. E. L., & Swartz, C. W. (2003). Optimizing Rating Scales for Self-Efficacy (and Other) Research. Educational and Psychological Measurement, 63(3), 369–391. https://doi.org/10.1177/0013164403251320 

Smith, E. V. (2001). Evidence for the reliability of measures and validity of measure interpretation: a Rasch measurement perspective. Journal of Applied Measurement, 2(3), 281–311. http://www.ncbi.nlm.nih.gov/pubmed/12011511 

Soares, L. (2012). A ‘Disruptive’ Look at Competency-Based Education: How the Innovative Use of Technology Will Transform the College Experience. http://www.americanprogress.org/issues/higher-education/report/2012/06/07/11680/a-disruptive-look-at-competency-based-education/ 

Sparks-Langer, G. M., Simmons, J. M., Pasch, M., Colton, A., & Starko, A. (1990). Reflective Pedagogical Thinking: How Can We Promote It and Measure It? Journal of Teacher Education, 41(5), 23–32. https://doi.org/10.1177/002248719004100504 

Stiggins, R. (2008). Assessment Manifesto: A Call For The Development Of Balanced Assessment Systems. Pearson Education, Inc. 

Stiggins, R., & Duke, D. (2008). Effective Instructional Leadership Requires Assessment Leadership. Phi Delta Kappan, 90(4), 285–291. https://doi.org/10.1177/003172170809000410 

Stiggins, R. J. (1991). Relevant Classroom Assessment Training for Teachers. Educational Measurement: Issues and Practice, 10(1), 7–12. https://doi.org/10.1111/j.1745-3992.1991.tb00171.x 

Stiggins, R. J. (1995). Assessment For the Literacy Century Without a clear vision of the meaning of academic success and without the of academic achievement , regardless of the instruc tional methods we use or how we organize our. Phi Delta Kappa International, 77(3), 238–245. 

Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18(1), 23–27. https://doi.org/10.1111/j.1745-3992.1999.tb00004.x 

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom Assessment for Student Learning: Doing it Right, Using it Well. Assessment Training Institute. 

Stiggins, R. J., & Conklin, N. F. (1992). In teachers’ hands: Investigating the practices of classroom assessment. Suny Press. 

Stiggins, R. J., Frisbie, D. A., & Griswold, P. A. (1989). Inside High School Grading Practices: Building a Research Agenda. Educational Measurement: Issues and Practice, 8(2), 5–14. https://doi.org/https://doi.org/10.1111/j.1745-3992.1989.tb00315.x 

Stone, M., & Stenner, J. (2018). Substantive Theory and Constructive Measures: A Collection of Chapters and Measurement Commentary on Causal Science. iUniverse. https://books.google.com.my/books?id=o6heDwAAQBAJ 

Stone, Mark, & Yumoto, F. (2004). The Effect of Sample Size for Estimating Rasch/IRT Parameters with Dichotomous Items. Journal of Applied Measurement, 5(1), 48–61. 

Suah, S. L. (2012). Analisis model literasi dan amalan pentaksiran guru sekolah serta kajian tentang jurang antara keduanya. Universiti Sains Malaysia. 

Sulaiman, J., & Ahmad, W. M. R. W. (2016). Kompetensi Dalam Menentukan Profesionalisme Guru Vokasional Di Malaysia: Cabaran Ke Arah Pembangunan Profesionalisme Guru TVET. Scientific Messenger of LNU of Veterinary Medicine and Biotechnology, 18(3(70)), 8–13. https://doi.org/10.15421/nvlvet7002 

Sung, Y. T., Chang, K. E., Yu, W. C., & Chang, T. H. (2009). Supporting teachers’ reflection and learning through structured digital teaching portfolios: Original article. Journal of Computer Assisted Learning, 25(4), 375–385. https://doi.org/10.1111/j.1365-2729.2009.00312.x 

Talib, R. (2009). Pembinaan dan pengesahan instrumen ujian literasi pentaksiran. Universiti Teknologi Malaysia. 

Thabane, L., Ma, J., Chu, R., Cheng, J., Ismaila, A., Rios, L. P., Robson, R., Thabane, M., Giangregorio, L., & Goldsmith, C. H. (2010). A tutorial on pilot studies: the what, why and how. BMC Medical Research Methodology, 10, 1. https://doi.org/10.1186/1471-2288-10-1 

Tilden, V. P., Nelson, C. A., & May, B. A. (1990). Use of Qualitative Methods to Enhance Content Validity. Nursing Research, 39(3), 172–175. https://doi.org/10.1097/00006199-199005000-00015 

Tittle, C. K. (1994). Toward an Educational Psychology of Assessment for Teaching and Learning: Theories, Contexts, and Validation Arguments. Educational Psychologist, 29(3), 149–162. https://doi.org/10.1207/s15326985ep2903_4 

Tojib, D. R., & Sugianto, L. (2012). Content validity of instruments in IS research. Journal of Information Technology Theory and Application (JITTA), 8(3), 31–56. 

Treadwell, D., & Davis, A. (2019). Introducing Communication Research: Paths of Inquiry. SAGE Publications. 

Tuckman, B. W., & Harper, B. E. (2012). Conducting Educational Research (6th ed.). Rowman & Littlefield Publishers. 

Tukiran, N. (2014). Literasi Pentaksiran Dalam Kalangan Calon Guru Teknikal Di IPTA Zon Selatan. Universiti Tun Hussein Onn Malaysia. 

Tuxworth, E. (2005). Competence based education and training: background and origins. In Competency based education and training (pp. 18–31). Routledge. 

U.S. Congress, O. of T. A. (1994). Testing and Assessment in Vocational Education, OTA-BP-SET-123 (Issue March). 

Unit Perancang Ekonomi. (2021). Rangka Tindakan (Blueprint) Ekonomi Digital Malaysia. http://www.epu.gov.my 

Van Dalen, D. B. (1973). Understanding Educational Research: An Introduction. McGraw-Hill. 

Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes: A Meta-Analysis. Review of Educational Research, 85(4), 475–511. https://doi.org/10.3102/0034654314564881 

Van der Linden, W. J., & Hambleton, R. K. (2010). Handbook of Modern Item Response Theory. Springer New York. 

Veloo, A., Krishnasamy, H. N., & Md-Ali, R. (2015). Teachers’ Knowledge and Readiness towards Implementation of School Based Assessment in Secondary Schools. International Education Studies, 8(11), 193. https://doi.org/10.5539/ies.v8n11p193 

Vivian, N. W. Y. (2005). Impact of competency based assessment on teaching and learning of business subjects. University of Hong Kong. 

Volmari, K., Helakorpi, S., & Frimodt, R. (2009). Competence framework for VET professions. In Cedefop. 

Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press. 

Vygotsky, L. S. (1986). Thought and Language. MIT Press. 

Wang, L., Bruce, C., & Hughes, H. (2011). Sociocultural Theories and their Application in Information Literacy Research and Education. Australian Academic and Research Libraries, 42(4), 296–308. https://doi.org/10.1080/00048623.2011.10722242 

Waugh, C. K., & Gronlund, N. E. (2013). Assessment of Student Achievement. Pearson. 

Webb, N. (2002). Alignment study in language arts, mathematics, science, and social studies of state standards and assessments for four states: A study of the State Collaborative on Assessment & Student Standards (SCASS), Technical Issues in Large-Scale Assessment (TILSA). Council of Chief State School Officers. 

Weijters, B., & Baumgartner, H. (2012). Misresponse to reversed and negated items in surveys: A review. Journal of Marketing Research, 49(5), 737–747. https://doi.org/10.1509/jmr.11.0368 

Wertsch, J. V. (1991). Voices of the mind:  A sociocultural approach to mediated action. In Voices of the mind:  A sociocultural approach to mediated action. Harvard University Press. 

Wesolowski, B. C. (2020). “Classroometrics”: The Validity, Reliability, and Fairness of Classroom Music Assessments. Music Educators Journal, 106(3), 29–37. https://doi.org/10.1177/0027432119894634 

Wesselink, R., Dekker-groen, A. M., Biemans, H. J. A., & Mulder, M. (2010). Using an instrument to analyse competence-based study programmes : experiences of teachers in Dutch vocational education and training. Journal of Curriculum Studies, 42(6), 813–829. https://doi.org/10.1080/00220271003759249 

Whiteside, A. L. (2007). Exploring social presence in communities of practice within a hybrid learning environment: a longitudinal examination of two case studies within the school technology leadership graduate-level certificate program. University of Minnesota. 

Whittington, D. (1999). Making Room for Values and Fairness: Teaching Reliability and Validity in the Classroom Context. Educational Measurement: Issues and Practice, 18(1), 14–22. https://doi.org/https://doi.org/10.1111/j.1745-3992.1999.tb00003.x 

Wilcox, Y. (2012). An Initial Study to Develop Instruments and Validate the Essential Competencies for Program Evaluators (ECPE) A. The University Of Minnesota. 

Wiliam, D. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. In H. Andrade & G. J. Cizek (Eds.), Handbook of Formative Assessment (pp. 18–40). Taylor & Francis. 

Willis, J. (2010). Assessment for learning as a participative pedagogy. Assessment Matters, 2, 65–84. https://eprints.qut.edu.au/37641/ 

Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40(2), 241–256. https://doi.org/10.1007/s13384-013-0089-9 

Wilson, F. R., Pan, W., & Schumsky, D. A. (2012). Recalculation of the Critical Values for Lawshe’s Content Validity Ratio. Measurement and Evaluation in Counseling and Development, 45(3), 197–210. https://doi.org/10.1177/0748175612440286 

Wolf, A. (1995). Competence-based assessment. McGraw-Hill Education (UK). 

Wolfe, E. W., & Smith, E. V. (2007a). Instrument development tools and activities for measure validation using Rasch models: Part I—Instrument Development Tools. Journal of Applied Measurement, 8(1), 97–123. 

Wolfe, E. W., & Smith, E. V. (2007b). Instrument development tools and activities for measure validation using Rasch models: Part II--Validation activities. Journal of Applied Measurement, 8(2), 204–234. 

Wright, B. D. (1988). Useful measurement through one-step (concurrent) item banking. Rasch Measurement Transactions, 2(2), 24. 

Wright, B. D. (1992a). IRT in the 1990s: Which Models Work Best? 3PL or Rasch? Rasch Measurement Transactions, 6(1), 196–200. 

Wright, B. D. (1992b). Point-biserials and item fits. Rasch Measurement Transactions, 5(4), 174. 

Wright, B. D. (1995). 3PL IRT or Rasch? Rasch Measurement Transactions, 9(1), 408. 

Wright, B. D., & Linacre, J. M. (1992). Combining (Collapsing) and Splitting Categories. Rasch Measurement Transactions, 6(3), 233. 

Wright, B. D., & Linacre, J. M. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8(3), 370. 

Wright, B. D., & Masters, G. N. (1982). Rating scale analysis. MESA press. 

Wright, B. D., & Stone, M. H. (1979). Best Test Design. Mesa Press. 

Wright, B. D., & Stone, M. H. (1999). Measurement Essentials (2nd ed.). Wide Range Inc. 

Wright, H. P. (2017). Exploring Teacher Assessment Literacy through the Process of Training Teachers to Write Assessment Items by Heather Peltier Wright A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and. University of South Florida Major. 

Wu, M., & Adams, R. J. (2007). Applying the Rasch model to psycho-social measurement: A practical approach. Educational Measurement Solutions. 

Wu, M., Tam, H. P., & Jen, T.-H. (2016). Educational Measurement for Applied Researchers. In Educational Measurement for Applied Researchers. https://doi.org/10.1007/978-981-10-3302-5 

Wylie, E. C., & Lyon, C. J. (2020). The Role of Technology-Enhanced Self- and Peer Assessment in Formative Assessment. In Classroom Assessment and Educational Measurement (pp. 170–191). Taylor & Francis. 

Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2016.05.010 

Yamtim, V., & Wongwanich, S. (2014). A Study of Classroom Assessment Literacy of Primary School Teachers. Procedia - Social and Behavioral Sciences, 116, 2998–3004. https://doi.org/10.1016/j.sbspro.2014.01.696 

Yang, X., Kaiser, G., König, J., & Blömeke, S. (2018). Measuring Chinese teacher professional competence: adapting and validating a German framework in China. Journal of Curriculum Studies, 50(5), 638–653. https://doi.org/10.1080/00220272.2018.1502810 

York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2016). Reflective Practice for Renewing Schools: An Action Guide for Educators. SAGE Publications. 

You, H. S., Kevin, H., John, M., & Mark, U. L. (2020). Construct Validity of Computer Scored Constructed Response Items in Undergraduate Introductory Biology Courses. In M. S. Khine (Ed.), Rasch Measurement: Applications in Quantitative Educational Research (p. 223). Springer Singapore. 

Yu, J. H. (2013). Development and Validation of Pre-Service Teachers’ Personal Epistemologies of Teaching Scale (PT-PETS) (Vol. 9). Purdue University. 

Yunus, F. A. N., Yasin, R. M., & Rus, R. C. (2014). Kesahan dan Kebolehpercayaan Instrumen Pemindahan Pembelajaran berdasarkan Pendekatan Model Rasch : Kajian Rintis. First Technical and Vocational Education International Seminar 2014 (TVEIS 2014). https://doi.org/10.13140/2.1.2655.9686 

Zamanzadeh, V., Ghahramanian, A., Rassouli, M., Abbaszadeh, A., Alavi-Majd, H., & Nikanfar, A.-R. (2015). Design and Implementation Content Validity Study: Development of an instrument for measuring Patient-Centered Communication. Journal of Caring Sciences, 4(2), 165–178. https://doi.org/10.15171/jcs.2015.017 

Zanon, C., Hutz, C. S., Yoo, H., & Hambleton, R. K. (2016). An application of item response theory to psychological test development. Psicologia: Reflexao e Critica, 29(1). https://doi.org/10.1186/s41155-016-0040-x 

Zhang, Z., & Burry-Stock, J. A. (1997). Assessment Practices Inventory: A Multivariate Analysis of Teachers’ Perceived Assessment Competency. National Council on Measurement in Education. 

Zhang, Z., & Burry-Stock, J. A. (2003). Classroom Assessment Practices and Teachers’ Self-Perceived Assessment Skills. Applied Measurement in Education, 16(4), 323–342. https://doi.org/10.1207/S15324818AME1604_4 

Zulkifli, R. M. (2016). Vocational Teachers’ Planning And Preparation Competencies: What Do Preservice Teachers Need To Learn? Pennsylvania State University. 

  

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.