Construct validity of an instrument to assess assertive feedback in initial teacher training

Abstract

Feedback in the evaluation process has become more important in teaching practice since the start of the Covid-19 pandemic. The aim of the present study is to analyse the construct validity and reliability of the Sociofor-mative Analytical Rubric for the Assessment of Assertive Feedback (RASERA). This instrument was applied to a sample of 525 students from normal schools in Mexico. Exploratory and confirmatory factor analysis were used to analyse its construct validity. Its reliability was analysed using Cronbach’s alpha. The results of the first analysis revealed the formation of two factors; the first, we called execution of assertive feedback and the second, representativeness of assertive feedback. These two factors explained more than 65% of nificant factor loadings were found in them (FL > 0.50). For its part, the CFA revealed a good fit of this model (Ratio χ2 /df: 2.284; GFI: 0.909; RMSEA: 0.068; RMR: 0.035; CFI: 0.966; TLI: 0.955). For each factor, the average variance extracted, and the composite reliability were pertinent (AVE > 0.50 and CR > 0.70) and each item showed an adequate standardised factor load (SFL > 0.50). The reliability analysis gave optimal factor values (Cronbach’s alpha and McDonald’s omega > 0.85). We conclude that the RASERA instrument has adequate psychometric properties.