Abstract

The study of classroom assessment environments constitutes a key aspect of the learning process. To analyze this construct, the Perceived Classroom Assessment Environment Scale (PCAES) is currently available. Since there is no empirical evidence of the application of this instrument in the Chilean educational context, this study aims at assessing the factor structure, internal consistency, and validity of the PCAES among Chilean students. The participants were 642 high school students, 50.9% women and 49.1% men, with an average age of 16.32 years. The exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA) were used to assess the fit of the measurement model to the observed data. Internal consistency analysis was carried out using both McDonald Omega and Composite Reliability coefficients. Convergent and discriminant validity were assessed by the measurement of Average Variance Extracted (VME) and root VME. Findings support the two-factor structure of the original model. However, a 14 item-model was re -specified that showed adequate levels of reliability and validity. These findings suggest that the Spanish adaptation of PCAES evidences a measure model of adequate psychometric properties to assess classroom assessment environment perceptions.