Developing a Cultural Dimensions Scale to Evaluate Science Teachers’ Formative Assessment Practices

Authors

  • Ishaq Hamed Al Sulaimani
  • Ibrahim Said Al Wahaibi

Keywords:

Hofstede’s cultural dimensions; formative assessment dimensions; formative assessment practices; Oman Cycle 2 schools

Abstract

This study derived Hofstede’s interpretations and predictions of his cultural dimensions in the context of schools and classrooms to develop a cultural dimensions scale and identify its psychometric properties and then evaluate its effect on science teachers’ formative assessment practices. Data were obtained from 425 Cycle 2 school science teachers in Oman who were selected randomly by using a two-stage cluster sampling design. A questionnaire was utilized, and the primary data were analyzed using SPSS 26.0 and Smart PLS 4.0. A structural model was utilized to evaluate the effect of cultural dimensions on formative assessment practices, and the psychometric properties of the developed scale were ascertained with a measurement model. The study derived good psychometric properties of the developed cultural dimension scale. Additionally, this study revealed a large positive effect (F2 = 0.41) of cultural dimensions on the formative assessment practices of science teachers. This study contributes empirically and theoretically by developing an original scale. Additionally, valuable practical implications are offered to policymakers and educators, who are advised to consider cultural challenges when they embark on strengthening teacher competencies and skills to enhance their formative assessment practices.

https://doi.org/10.26803/ijlter.24.10.33

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Published

2025-10-30

Issue

Vol. 24 No. 10 (2025): October 2025

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