Table 4 Factor analysis: factor loadings
From: Assessment approaches of English language teachers in the Saudi higher education context
Item | Factor 1 | Factor 2 | Factor 3 |
|---|---|---|---|
1. I use student assessment data to inform instructional planning and next steps for individual students and the whole class. | 0.531 | ||
2. I monitor and revise my assessment approaches regularly. | 0.613 | ||
3. I use a variety of formative assessment techniques (e.g., structured Q&A, feedback) and instruments (e.g., paper-pencil quizzes, personal-response systems) to check for understanding during instruction. | 0.543 | ||
4. My summative assessment (e.g., quizzes) grades meaningfully represent individual student learning as related to curriculum expectations. | 0.477 | ||
5. I use various summative assessment types, such as multiple-choice tests, essays, and performance-based assessments. | 0.565 | ||
6. I engage students in monitoring their own learning and using assessment information to develop their learning skills. | 0.668 | ||
7. I spend adequate time ensuring my assessments are responsive to and respectful of the cultural and linguistic diversity of my students. | 0.584 | ||
8. I regularly involve students in assessment approaches during teaching. | 0.617 | ||
9. I clearly communicate the purposes and uses of assessment to students. | 0.589 | ||
10. I provide timely feedback to students to improve their learning. | 0.616 | ||
11. The intended purposes of the assessment or/and the curriculum expectations influence my assessment-related decisions. | 0.421 | ||
12. I am able to analyse and make instructional decisions based on my students’ performance on unified assessments. | 0.429 | ||
13. I monitor and revise my assessment approaches to improve the quality of my teaching. | 0.546 | 0.607 | |
14. My methods of assessment allow students to show their learning in diverse ways. | 0.684 | ||
15. I spend adequate time differentiating my assessment approaches to meet students’ specific educational needs. | 0.417 | 0.548 | |
16. I provide adequate resources and time to prepare students with special needs for assessment. | 0.556 | 0.568 | |
17. In my class, all students complete the same assignments, quizzes, and tests. | 0.618 | ||
18. When grading student work, I use the same rubric or scoring guide for all my students. | 0.597 | ||
19. I link my assessment tasks to learning objectives. | 0.723 | ||
20. I am confident that my students’ performance on my assessments represents what I want them to learn. | 0.613 | ||
21. I can select assessment types that align with my learning objectives from test banks, textbook series, and/or online teacher sharing sites. | 0.47 | 0.522 | |
22. I use multiple assessment types to measure each learning objective and am confident in the grades I assign. | 0.465 | ||
23. My students’ grades and feedback are based on the data collected about their learning achievement. | 0.406 | 0.494 | |
24. I am confident that I apply my scoring guides/rubrics consistently. | 0.591 | ||
25. I use student assessment data to inform teaching planning and next steps for individual students and the class as a whole. | 0.529 | 0.465 | |
Factor score (Mean [SD]) | 3.91 (.64) | 3.55 (.55) | 3.82 (.75) |
Percent variance explained | 21.99 | 18.11 | 11.45 |
Cronbach’s alpha | .954 | .959 | .822 |