Field Expert Assessment on the Inventory of Science Teacher Readiness in Implementing Classroom-based Assessment

Abstract

Teacher readiness is the willingness of a teacher to implement a programmed Classroom-Based Assessment (CBA) successfully, which is crucial to ensure that a program can be implemented at the individual or organizational level. The readiness of science teachers to implement CBA determines the direction and success of primary school assessments in Malaysia. However, there are limitations in measuring science teachers' readiness to implement CBA. Therefore, there is a need to develop an instrument that can measure the ability. This study was conducted to validate the Science Teacher Readiness Inventory in CBA (ISTRI-CBA) using a Multi-Faceted Rasch Measurement Model (MFRM). A sample of five officers from the Ministry of Education, Malaysia, served as a panel of field experts in assessments, science education, psychometrics, psychology, and language. Based on applying the MFRM, 162 items were retained from an initial pool of 185 items. The panel of field experts was good, with all five having a level of leniency and severity not too far when rating the item across the five dimensions. Expert evaluation using four-point rating scale criteria was used for clarity, accuracy, reasonableness, and brevity. The Results show ISTRI-CBA for the constructs of CBA knowledge, CBA skills, Attitudes, and Professionalism Values were considered unidimensional, while the resource support construct was multidimensional. Overall, the item reliability was satisfactory, ranging between 0.70 to 0.87 and the chi-square value (0.00) was significant, thus demonstrating that the items contained in the Science Teacher Readiness Inventory in the Classroom-Based Assessment dimension have good internal consistency.