Development and validation of a generic self-assessment scale for K-12 teachers as feedback givers: Insights from item response theory and factor analysis

Cui Kang, Jinyan Huang (), Ying Liu and Hua Yin
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Cui Kang: Jiangsu University
Jinyan Huang: Jiangsu University
Ying Liu: Jiangsu University
Hua Yin: Jiangsu University

Palgrave Communications, 2025, vol. 12, issue 1, 1-10

Abstract: Abstract This study aimed to develop and validate a generic self-assessment scale for Chinese K-12 teachers to evaluate their feedback-giving literacy in classroom settings, using Item Response Theory (IRT), Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The scale was constructed based on a conceptual framework encompassing four components: knowledge, skills, values, and actionability. A pilot test with 1068 teachers led to the selection of 30 items, which were then validated with a sample of 980 teachers. EFA revealed a clear factor structure, explaining 65.42% of the total variance, while CFA confirmed a good model fit (CFI > 0.9, RMSEA

Date: 2025
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DOI: 10.1057/s41599-025-04927-4

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