Quality of Performance Assessment Instruments for Educators in Higher Education: Implementation of Factor Analysis And Generalizability Theory

Assessing the quality of learning in higher education is one efforts to ensure its standards. Typically, assessment implementation involves observation by multiple raters. This study aims provide construct validity evidence and estimate reliability performance instruments for educators education. 225 second-year third-year students from Faculty Education participated as raters, evaluating their teaching practices. Forty items were used evaluate 19 instructors. Exploratory Factor Analysis (EFA) Generalizability Theory (G-Theory) employed examine instruments. The EFA analysis resulted identification five factors that contribute educators' teaching: (1) readiness planning, (2) pedagogy professionalism, (3) personality, (4) social relationships within classroom, (5) beyond collectively explaining 67.671% variance. Of 40 items, 37 demonstrated validity, while three required revisions. These findings indicate alignment between instrument's formulated theory competence. measurements was estimated using G-Theory RStudio, yielding a relative G coefficient 0.88 D-Study results indicated instrument could be assess performance, with an generalizability 0.738, requiring minimum raters each person (educator) being evaluated. We recommend employing G-Study determine number involved means cost time efficiency evaluation process.