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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

Author

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  • Cui Kang

    (Jiangsu University
    Jiangsu University)

  • Jinyan Huang

    (Jiangsu University
    Jiangsu University)

  • Ying Liu

    (Jiangsu University
    Jiangsu University)

  • Hua Yin

    (Jiangsu University)

Abstract

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

Suggested Citation

  • Cui Kang & Jinyan Huang & Ying Liu & Hua Yin, 2025. "Development and validation of a generic self-assessment scale for K-12 teachers as feedback givers: Insights from item response theory and factor analysis," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04927-4
    DOI: 10.1057/s41599-025-04927-4
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