Development and validation of a generic self-assessment scale for K-12 teachers as feedback givers: Insights from item response theory and factor analysis

Abstract This study aimed to develop and validate a generic self-assessment scale for Chinese K-12 teachers to evaluate their feedback-giving literacy in classroom settings, using Item Response Theory (IRT), Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The scale was constructed based on a conceptual framework encompassing four components: knowledge, skills, values, and actionability. A pilot test with 1068 teachers led to the selection of 30 items, which were then validated with a sample of 980 teachers. EFA revealed a clear factor structure, explaining 65.42% of the total variance, while CFA confirmed a good model fit (CFI > 0.9, RMSEA < 0.08). The final scale demonstrated high internal consistency (McDonald’s Omega coefficient = 0.97) across all subscales. IRT analyses indicated strong measurement precision, particularly in the skills and actionability subscales. Although limited to the Chinese K-12 context and based on self-reported data, the findings offer a valuable tool for teachers to assess and improve their feedback practices. The scale can be used for professional development and further research on feedback-giving literacy. Future studies should explore its applicability in different cultural contexts and investigate the development of teacher feedback literacy over time.