Confirmatory Factor Analysis of the School-Based Assessment Evaluation among Teachers

Abstract

The school-based assessment (SBA) system is a holistic assessment system that is conducted in schools by subject teachers in assessing the students cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects. In order to evaluate the implementation of SBA, a measurement scale was validated. The aim of this paper was to explore different factor structures of the SBA evaluation scale by using the second-order Confirmatory Factor Analysis. Questionnaire was used as an instrument for data collection. 776 primary and secondary school teachers were selected as respondents using stratified random sampling. Results indicated that the SBA evaluation model was a valid and reliable scale. The input measurement model was validated with two factors (‘personnel qualifications’ and ‘physical infrastructure’), process measurement model was validated with six factors (‘attitude’, ‘understanding’, ‘skills’, ‘challenges’, ‘moderation’ and ‘monitoring’) and product measurement model was validated with two factors (‘students’ attitude’ and ‘students’ motivation’). This study provides support for using a valid instrument in evaluating the implementation of SBA in schools. Furthermore, CFA procedures used supported the conceptual framework set out earlier. Thus, it presents clearly the importance of evaluation of any system to follow all the dimensions outlined in the evaluation model by Stufflebeam.