Validation and Invariance of the Conceptions of Assessment-III Abridged (COA-IIIA) among Pre-Service and In-Service Teachers in the United States

Autor/inn/en	Reeves, Todd D.; Onder, Yasemin; Kraner, Chris
Titel	Validation and Invariance of the Conceptions of Assessment-III Abridged (COA-IIIA) among Pre-Service and In-Service Teachers in the United States
Quelle	In: Educational Assessment, Evaluation and Accountability, 35 (2023) 3, S.419-447 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reeves, Todd D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-023-09407-4
Schlagwörter	Attitude Measures; Teacher Attitudes; Preservice Teachers; Experienced Teachers; Test Validity; Factor Analysis; Scores; Measurement; Models; Goodness of Fit; Error of Measurement + Suchen Sie Ihr Suchwort? Lehrerverhalten; Testvalidität; Faktorenanalyse; Messverfahren; Analogiemodell; Messfehler
Abstract	As beliefs are well-known antecedents of teachers' practices, including assessment practices, sound measurement of teacher beliefs is critical for scholarly research as well as practical purposes. The present study examined the validity of inferences derived from the Conceptions of Assessment III--Abridged (COA-IIIA) instrument with US PK-12 pre-service (N = 554) and in-service (N = 341) teachers. Prior research on the COA-IIIA in diverse contexts and with different teacher populations has yielded highly divergent findings concerning this instrument's internal score structure. The study relies on confirmatory factor analyses to investigate the COA-IIIA's score structure among US pre-service and in-service teachers and to test the measurement invariance of select COA-IIIA measurement models across these groups. Findings indicate poor fit of most prior COA-IIIA measurement models with US pre-service and in-service teachers, though we were able to specify several simplified models that were at least metrically invariant across these populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01