Validation of a Subject-Specific Student Self-Assessment Practice Scale (SaPS) Among Secondary School Students in the Philippines

Abstract

Self-assessment is fundamental to self-regulated learning; however, instruments to measure self-assessment practices are limited to a few developed educational systems. This study examined the psychometric properties of the Self-assessment Practice Scale (SaPS) in the English language subject using data from 778 secondary school students from the Philippines. We used confirmatory factor analysis (CFA) and Rasch analysis to test the SaPS’ within-network validity, then bivariate correlations and structural equation modeling (SEM) for between-network validity. The CFA supported the scale’s four-factor structure, and the Rasch analysis supported the scale’s dimensionality, rating scale effectiveness, and item fit statistics. The four SaPS subscales were positively correlated to agentic, cognitive, and metacognitive engagement. SEM results show that all SaPS factors (except self-monitoring) had significant associations to the engagement outcomes. This study highlights the sound psychometric properties of SaPS in a new educational context and its applicability as a subject-specific measure of assessment-as-learning strategies.