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<p>This study aimed to develop and validate a generic self-assessment scale for Chinese K-12 teachers to evaluate their feedback-giving literacy in classroom settings, using Item Response Theory (IRT), Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The scale was constructed based on a conceptual framework encompassing four components: knowledge, skills, values, and actionability. A pilot test with 1068 teachers led to the selection of 30 items, which were then validated with a sample of 980 teachers. EFA revealed a clear factor structure, explaining 65.42% of the total variance, while CFA confirmed a good model fit (CFI &gt; 0.9, RMSEA &lt; 0.08). The final scale demonstrated high internal consistency (McDonald’s Omega coefficient = 0.97) across all subscales. IRT analyses indicated strong measurement precision, particularly in the skills and actionability subscales. Although limited to the Chinese K-12 context and based on self-reported data, the findings offer a valuable tool for teachers to assess and improve their feedback practices. The scale can be used for professional development and further research on feedback-giving literacy. Future studies should explore its applicability in different cultural contexts and investigate the development of teacher feedback literacy over time.</p>

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Development and validation of a generic self-assessment scale for K-12 teachers as feedback givers: Insights from item response theory and factor analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月6日

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  • Cui Kang,
  • Jinyan Huang,
  • Ying Liu,
  • Hua Yin

摘要

This study aimed to develop and validate a generic self-assessment scale for Chinese K-12 teachers to evaluate their feedback-giving literacy in classroom settings, using Item Response Theory (IRT), Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The scale was constructed based on a conceptual framework encompassing four components: knowledge, skills, values, and actionability. A pilot test with 1068 teachers led to the selection of 30 items, which were then validated with a sample of 980 teachers. EFA revealed a clear factor structure, explaining 65.42% of the total variance, while CFA confirmed a good model fit (CFI > 0.9, RMSEA < 0.08). The final scale demonstrated high internal consistency (McDonald’s Omega coefficient = 0.97) across all subscales. IRT analyses indicated strong measurement precision, particularly in the skills and actionability subscales. Although limited to the Chinese K-12 context and based on self-reported data, the findings offer a valuable tool for teachers to assess and improve their feedback practices. The scale can be used for professional development and further research on feedback-giving literacy. Future studies should explore its applicability in different cultural contexts and investigate the development of teacher feedback literacy over time.