Psychometric Validation of the Teacher-Rated Assessment Engagement Scale in Vietnam

Assessment for learning has become an increasingly important priority in Vietnam's ongoing educational reform, creating a need for brief and psychometrically sound instruments that can capture how students engage with assessment processes.This study adapted and validated a teacher-rated Vietnamese version of the Assessment Engagement Scale (AES) for use in general education settings.The original AES comprises nine items representing two theoretically derived dimensions: Understanding of the Assessment Context (UAC) and Realising Engagement Opportunities (REO).A total of 2,040 teachers participated in the study.To avoid capitalization on chance, the sample was divided into two independent subsamples for exploratory factor analysis (EFA; n = 500) and confirmatory factor analysis (CFA; n = 1,540).The EFA provided initial support for the original two-factor structure.The CFA further indicated excellent model fit, χ²(22) = 145.133,CFI = .990,TLI = .984,SRMR = .014,and RMSEA = .055,90 % CI [.047, .063].Reliability estimates were high for both subscales and the total scale according to Cronbach's alpha and McDonald's omega.Convergent validity was supported by satisfactory average variance extracted values.However, discriminant validity between UAC and REO was not established satisfactorily, as indicated by a high inter-factor correlation and an HTMT value above commonly recommended thresholds.Measurement invariance analyses supported configural and metric invariance across gender, teaching level, and region, whereas scalar invariance was only partially supported.Overall, the findings provide promising initial evidence that the Vietnamese teacherrated AES is a reliable and structurally supported instrument.