Development and validation of a generic self-assessment scale for K-12 teachers as feedback givers: Insights from item response theory and factor analysis
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 con...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer Nature
2025-05-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-025-04927-4 |
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