Content Validity of Teachers’ Efficacy Instruments Toward Implementing of Classroom Assessment in Primary Schools Using Content Validity Ratio (CVR)

Abstract

Teachers’ efficacy can influence how well they perform their responsibilities, including assessing pupils’ learning. As a result, a specific instrument must be used to measure teachers’ efficacy. Content validity is one factor that is necessary to create an effective instrument. This study will use the content validity ratio (CVR) to assess the instrument’s content validity to gauge teachers’ efficacy in implementing classroom assessments in primary schools in Malaysia. There are seventy-five items in this instrument, with four primary constructs. Twenty-one experts were chosen by purposive sampling to take part in this study. Eleven are professional experts in psychometrics, assessment, educational psychology, languages, and efficacy. Ten lay experts were also involved in this study, including teachers as classroom assessment practitioners. The results of the study show that the instrument constructed has relevant content validity and has the potential to be an instrument that can measure teachers’ efficacy in classroom assessment implementation. In the future, researchers should concentrate their efforts on a Rasch measurement model-based construct analysis to improve the quality of the instrument.