Construction and Validation of Self-Assessment Instrument for Students’ Mathematics Classroom Learning Behaviour

Abstract

A self-assessment instrument helps mathematics teachers to identify students' learning behaviour and intervene with appropriate instructional design for engaged and meaningful learning in a mathematics class. This study, thus, aims to design, develop, and validate a self-assessment instrument in mathematics classroom learning behaviour for secondary-level students. This study comprises four systematic levels of instrument development and validation processes. Firstly, it begins with a review of different theories and related literature for formulating the relevant assessment domains of the instrument. Secondly, it continues with tool design and item development processes based on the pre-determined domains. The third level involves the draft reviewing process by experts and pre-testing of the draft with a sample of 540 secondary level students. The last stage includes testing and verification of the draft using different statistical tools. Thus, this study establishes a verified students' mathematics classroom learning behaviour self-assessment instrument by completing a systematic process of tool construction.