Formative Evaluation and quality of feedback: design and validation of scales for school teachers
DOI:
https://doi.org/10.5944/educxx1.38283Keywords:
formative evaluation, feedback, co-evaluation, self-evaluationAgencies:
Programa de Formación de Capital Humano Avanzado, Becas Chile. Agencia Nacional de Investigación y Desarrollo (ANID). Ministerio de Ciencia, Tecnología, Conocimiento e Innovación, Chile., Proyecto de Generación de Conocimiento: “Motivación, Evaluación y Autorregulación V”. PID2022-138175NB-100. Ministerio de Ciencia e Innovación, España., Centro de Investigación para la Educación Inclusiva, Programa PIA ANID, Chile.Abstract
Formative evaluation has been described as one of the primary pedagogical actions to promote the development of learning since it allows teachers and students to visualize the gaps between the achieved level of attainment and the expected level, directing their actions towards improvement. However, the operationalization of the strategies that make up this methodology is still confusing and does not precisely define what optimal use in terms of its quality entails. The present study aims to design and validate a Scale of Strategies for Formative Assessment and a Scale of Feedback Quality for Learning. Data from 364 elementary and secondary school teachers were analyzed through exploratory factor analysis and confirmatory factor analysis with structural equation models. Subsequently, a cross-validation analysis was conducted for each scale between two random subsamples. Differences were also analyzed based on the educational level where the participating faculty works, either primary or secondary, and differences based on their gender. The results indicate a good fit for the Scale of Formative Assessment Strategies: χ2/df = 3.2, CFI = .91, and RMSEA = .07 and for the Scale of Feedback Quality for Learning χ2/df = 1.8, CFI = .94, and RMSEA = .05. No significant differences were found according to educational level or gender in both scales. The discussion presents a heuristic model illustrating the relationships between how formative assessment and feedback quality have been defined with learning and teaching processes, considering the influences exerted by classroom climates, school climates, and national educational systems.
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