Author(s): Million Yilma, Menna Olango
A valid, reliable and practical instrument of data gathering is needed to conduct a sound research. The aim of this pilot study therefore was to assess the validity and reliability of two sets of instruments to measure teachers’ classroom assessment practices in public higher education institutions in Ethiopia. One is the Assessment Practices Inventory which is concerned with teachers’ self-perceived assessment skills and teachers’ use of assessment practices in two different scales, “skill” and ‘Use’. The other is developed by the researcher concerning ‘factors shaping teachers’ classroom assessment practices’. Here, a variety of factors at different levels that shape teachers’ classroom assessment practices in some way are dealt with. The questionnaire was distributed to 76 randomly selected teachers/lecturers from 3 randomly selected public universities in the country. However, the analysis was done based on data obtained from 66 of the respondents who have properly completed and returned the questionnaire. The findings from this pilot study established face validity, content validity, construct validity as well as internal consistency of the instruments. Moreover, the factors/components from each of the scales are determined. Therefore, on the basis of this pilot study, the validity and reliability of the instruments to be used for the more comprehensive study are ensured.