Construction and study of validity evidence of the Teaching Assessment Scale

ABSTRACT

The objective of this study was to present the construction of the Teaching Assessment Scale (TAS) and the validity evidence for it. This scale was developed through a literature review and interviews with graduate students. The evidence for content validity of the TAS was evaluated by ten referees, and this was followed by the analysis of the evidence for construct validity and reliability. The tetrachoric correlation matrix was submitted for exploratory factorial analysis, and the Hull method was used to decide the number of dimensions to be retained. Item response theory (IRT) analysis was performed using the rating scale model with the result that seven items needed to be excluded. The Kaiser-Meyer-Olkin (KMO) index and Bartlett’s Test of Sphericity indicated that the polychoric correlation matrix was factorable. The Hull method suggested the retention of a factor, with the eigenvalue of 15.49. The factor’s reliability measures were α = 0.96 and ω = 0.95. As a result, the TAS is considered helpful in evaluating higher education teaching methods in Brazil.

KEYWORDS:
Teaching Assessment Scale; self-assessment; education higher; item response theory