Experimental approval of the self-report questionnaire for evaluating teachers’ assessment literacy

- Гривко, А.В. (orcid.org/0000-0001-9460-4777) and Жук, Ю.О. (orcid.org/0000-0002-6932-2484) (2025) Experimental approval of the self-report questionnaire for evaluating teachers’ assessment literacy Ukrainian Educational Journal, 4. pp. 98-110. ISSN 2411-1317

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Abstract

The article presents the results of an experimental study aimed at piloting a self-report questionnaire of teachers’ assessment competence in the Ukrainian educational context. The study is motivated by the need for reliable instruments to diagnose and develop teachers’ professional competence amidst school reform. The chosen experimental procedure for piloting the self-report questionnaire aimed to establish its compliance with key psychometric requirements (internal consistency and structural validity) and its alignment with validated instruments used to evaluate teachers’ professional competence. Data were collected via an online survey. The instrument consisted of 28 statements in a matrix format, with a 5-point frequency Likert scale. The items targeted the frequency with which teachers perform key actions related to assessing students’ learning outcomes. In total, 349 lower-secondary teachers completed the questionnaire; 224 complete responses were included in the statistical analysis. Data processing (descriptive statistics, reliability estimation, factor extraction) was carried out in IBM SPSS Statistics 26 and STATISTICA 12. The results indicate that the instrument is psychometrically reliable and substantively relevant. Content validity was ensured by aligning the items with national guidelines (the New Ukrainian School framework, the Professional Standard for Teachers, and Ministry of Education and Science recommendations on student assessment). Internal consistency reached Cronbach’s α = 0.89, evidencing sufficient homogeneity. Principal Component Analysis (PCA) showed a multidimensional structure encompassing several conceptually distinct domains – typical of tools that capture complex professional teaching competencies, including assessment competence. The findings support the use of the questionnaire as a stand-alone self-assessment tool and as a component of multi-evidence systems for teacher evaluation and professional development. Future research will focus on the deeper validation of the instrument, the development of a short form, and the integration of the instrument with classroom observation protocols to support targeted teacher professional learning.

Item Type:	Article
Keywords:	assessment activity; assessment literacy; pedagogical competency; self-report questionnaire; teachers’ evaluation.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Monitoring and Assessment of the Quality of General Secondary Education
Depositing User:	С.О. Науменко
Date Deposited:	20 Feb 2026 13:37
Last Modified:	20 Feb 2026 13:37
URI:	https://lib.iitta.gov.ua/id/eprint/748413

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