The Reliability and Validity of Student Assessment of Teacher Performance (SATP) Scale: A Confirmatory Factor Analysis

Establishing the standards by which effective teaching can be assessed is a vibrant step in the teaching learning process, which important component is the students’ ratings of teacher performance. Students’ assessment is universally used to provide information that could be used by a teacher to improve teaching and by administrators to make personnel decisions. This study is an attempt to empirically validate an instrument using a bigger sample after it has gone through the exploratory factor analysis during the designing of the evaluation scheme. This investigation further evaluated the psychometric and assessment feature of the Scale for the Student Assessment of Teacher Performance. This scale instrument is part of the Liceo de Cagayan University’s Project on Redesigning the Faculty Evaluation Scheme that started in October 2011 and piloted in 2012 and set for implementation this school year. It was originally a 54-item questionnaire floated to 500 students and was reduced to a 24-item scale after data reduction. For further psychometric assessment, 1,350 university students were randomly sampled with stratification from 11 colleges. Confirmatory Factor Analysis (CFA) was conducted. Result from the samples shows an acceptable fit of a six-factor oblique model, yielding a coefficient alpha excess of 0.927. Thus, it can be said that the items indicating the standards of the factors on personal attributes, instructional delivery, students’ engagement, learning environment, communication, and assessment are suitable and the tool has been proven to be a valid tool for assessing teacher performance.

 

Keywords -  psychometrics,  structural  equation  modeling,  teaching standards, teacher performance, Asia-Philippines