Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective

ABSTRACT

This paper reports on the development and validation of the classroom assessment (CA) for self-regulated learning (SRL) Questionnaire (CASRLQ), a questionnaire intended to measure to what extent CA practices are SRL supportive. The original CASRLQ, consisting of 32 items to represent five SRL-supportive CA dimensions, was constructed and administered to a sample of 469 Grade 11 students. However, the preconceived structure was not supported. We then used the same dataset (split into two) to explore and verify a new factor structure employing exploratory and confirmatory factor analyses. The questionnaire was then revised. A new sample of 630 Grade 11 students were surveyed to confirm the structure of the revised questionnaire. The final form of the CASRLQ consisted of 28 items and addressed seven CA features: assessment tasks, student choice, self-assessment, peer-assessment, instruction, teacher feedback, and CA environment. The CASRLQ proved to be a reasonably reliable and valid instrument suitable for use in quantitative investigations on CA-SRL-related topics. It could also offer some guidance for teachers’ CA practice.

KEYWORDS:

• Classroom assessment
• self-regulated learning
• reliability
• construct validity

Authors’ contributions

WZ contributed to the conception, design, data collection and analysis, and the writing up of the manuscript. YL contributed to the data analysis, interpretation and the writing up of the manuscript.

Ethics approval

The studies involving human participants were reviewed and approved by The Chinese University of Hong Kong, Shatin, N. T., Hong Kong, China. The participants gave oral informed consent to participate voluntarily in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

The datasets generated for this study are available on request to the corresponding author.

Notes

1. According to researchers, Cronbach’s α would underestimate the scale reliability when the assumptions of tau-equivalence and error independence are violated (Wen & Ye, 2011). Although the use of Cronbach’s α is theoretically inappropriate because tau-equivalence was not met for the data, it works practically as the α is a lower bound of reliability estimate.

Additional information

Funding

This study was supported by Foundation of President of Hebei University [2019HXZ006]

Notes on contributors

Wenxiao Zhang

Wenxiao Zhang is a Lecturer in the School of Education, Hebei University and obtained her PhD at the Chinese University of Hong Kong. Her research interests include student learning, educational assessment, curriculum and instruction, teacher education, etc.

Yanqing Li

Yanqing Li is an Associate Professor in the School of Marxism, Hebei Finance University. He is also a PhD candidate in the University of Chinese Academy of Social Sciences. His research focuses on the culture industry, teaching, etc.