ISSN: 2226-6348
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Classroom assessment practices are an important element in improving the teaching and learning process. Previous research proposed that classroom assessment practices among teachers should be categorized into five dimensions which are assessment planning, assessment item preparation, assessment administration and scoring, reporting of scores and grading and the last is assessment data utilization and evaluation. This study is aimed to validate a Classroom Assessment Practises (CAP) instrument which consists of 56 items altogether. This study is a quantitative approach which involves the collection of data using questionnaire. The sample is 320 secondary school teachers teaching Islamic education in one of the states in Malaysia. Exploratory factor analysis and confirmatory factor analysis were used to examine CAP using AMOS 16.0. Some constructs revealed acceptable internal consistency reliability. A good model fit was found for the measurement model using several fit index tests like CMINDF, GFI, CFI, TLI and RMSEA. The findings showed that all fit indices criteria were fulfilled. It also showed that acceptable construct reliability and variance extracted value were obtained. This validated instrument could then be used for real study in various context. Teachers could also use it as a self-assessment tools to look for their strengths and weaknesses.
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In-Text Citation: (Ghazali, Rabi, Hassan, & Wahab, 2018)
To Cite this Article: Ghazali, N. H. C. M., Rabi, N. M., Hassan, N. M., & Wahab, N. A. (2018). A Confirmatory Factor Analysis of Classroom Assessment Practises scale in a Malaysian context. International Journal of Academic Research in Progressive Education and Development, 7(3), 516–529.
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