Development and Validation of a Measure of Teachers' Attitude, Situational Constraint, and Practice of Formative Assessment

The present study developed and validated an instrument measuring teachers' attitude, situational constraint, and practice of formative assessment. In developing the instrument, the study involved literature review and focus group discussions. After the content validity of the instrument was established, the instrument was administered to 504 teachers. Eventually, this was reduced to 413 after data screening. The result of confirmatory factor analysis on the final version of the instrument consisting of 42 items indicates an acceptable fit for the hypothesized three-factor model where attitude is reflected by three first order factors such as affective, behavioral intent and cognitive. The instrument showed good internal consistency, convergent and divergent validity, and measurement invariance between public elementary and public high school teachers. Rasch analysis provided further evidence on the good psychometric property of the instrument on the item level. The nomological validity model of the instrument demonstrated an excellent fit which indicates that it can serve as a viable tool in seeking relationships among teachers' attitude, situational constraint and practice of formative assessment. The study found that teachers’ attitude towards formative assessment has a strong positive effect on their practice, but this relationship was not moderated by situational constraint. On the other hand, situational constraint has a negative effect on attitude which was stronger for junior high school teachers. It is also found that situational constraint has an indirect effect on practice through attitude particularly for junior high school teachers. Future studies can use the developed instrument to further explore and understand the formative assessment practices among Filipino teachers.