Abstract
The Teacher Behavior Checklist (TBC) is an internationally recognized instrument to conduct formative assessment for teachers. The TBC has been specifically adapted for Brazilian undergraduates to ensure that its psychometric properties are satisfactory to this target population. However, it is not clear whether the two-factor model is adequate and to what extent different degrees of teacher performance are detected by the use of TBC. The objective of this study was to investigate additional evidence of the TBC’s psychometric properties. The data was collected in a sample of 676 undergraduate students. They rated one of three types of teachers: poor, average, or good. We identified the feasibility of multi-factor models but advocate the use of a one-factor model and a two-factor model. We also verified a difference between the three types of teachers, indicating that the TBC differentiates teachers’ performance. Additional reliability evidence was found. These data indicate that the TBC can be a useful resource to assist college teachers’ formative assessment.
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