Teacher’s Achievement Verbalizations Questionnaire in Oral Exams
DOI:
https://doi.org/10.35670/1667-4545.v23.n2.42078Keywords:
test anxiety, teacher behavior, feedback, oral exams, achievement emotionAbstract
At the moment, there is no measurement instrument to assess verbal expressions and phrases of feedback about students’ achievement issued by teachers in the presence of one or more students during an oral exam. This article reports the design, structural validity, reliability and external validity of the Teacher Achievement Verbalizations in Oral Exams Questionnaire (TAVQ), which assesses several teachers’ verbalizations from the perspective of students in oral exams. The structural validity, reliability, and external validity were evaluated in a sample of university students (N = 252) from Argentina. Several plausible measurement models were specified based on the dimensions of valence, object focus, and temporal frame, which were tested through confirmatory factor analysis and bifactor analysis. Two scales that measure with very good reliability positive and negative verbalizations related to achievement expressed by teachers during oral exams were validated. These verbalizations showed appropriate relationships with achievement emotions and academic performance. The need for future studies and practical implications are discussed.
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